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MOSES FRIEDMAN, Superintendent 
(From April 1, 1908) 



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Information concerning the 
UNITED STATES INDIAN INDUSTRIAL SCHOOL 
at Carlisle, Penna. 




Containing a Brief Outline oi What it Is, and What it is Accomplishing 

1879 29th YEAR— 1908 
Published by the School Printed by Indian Apprentices 



Officers of Administration and Instruction 



ADMINISTRATION 

Major W. A. Merger, 11th Cavalry, U, S. A., bupt, 

J. R. Wish, Assistant Superintendent. 

AUGUST Kensler, Quartermaster. 

S. J. Nori, Clerk. 

A. E. Schaal, Clerk. 

Ella F. White, Assistant Clerk. 

Will H. Miller, Financial Clerk. 

Mrs. Allah E. Saxon, Matron. 

Mrs. Nellie R. Denny, Clerk. 

Mollie V. Gaither, Girls' Field Agent. 

James E. Henderson, Boys 1 Field Agent. 

FACULTY AND OFFICERS 

John Whitwell, Principal Teacher. 
Hugh W. Taylor, Teacher Agriculture. 
Mariette Wood, Senior Teacher. 
John L. Walters, Teacher. 
Chas. N. Willard, 
Mary A. Yarn all, 
Hattte M. McDowell, " 



Amelia McMichael, Teacher. 

Frances R. Scales, " 

Mrs. E. H. Foster, " 

Lydia E. Kaup, 

Emma K. Hetrick, " 

Lida M. Johnson, " 

A. Belle Reichel, " 

Dora S. Lecrone, 

Cora B. Hawk, Normal Teacher. 

Angel DeCora, Native Indian Art Teacher. 

Bessie B. Beach, Librarian. 

C. M. Stauffer, Band Leader. 

Karl H. Baker, Printer. 

M. L. Lau, Carriagemaker. 

Wm. C. Shambaugh, Blacksmith. 

Chas. H. Carns, Painter. 

Abe Colonohaski, Tinner. 

H. Gardner, Carpenter. 

John A. Herr, Carpenter, 

Wm. Nonnast, Tailor. 



Officers of Administration 



and instruction— CoNTiNtJEl) 



M. I. Zeigler, Harnessmaker. 

W. S. Dtsert, Assistant Harnessmaker and Cobbler. 

Harry B. Lamason, Mason. 

Redjholt H. Hoffmann, Florist. 

Ella Albert, Laundress. 

Mrs. Ida Boger, Assistant Laundress. 

Minerva Shultz, " " 

Flora McCartet, " " 

Mrs. B. Canfield, Seamstress. 

Beckie L. Goodyear, Asst. Seamstress. 

Susan Zeamer, " " 

Elizabeth Searight, " " 

William Stimpel, Disciplinarian. 

Wallace Denny, Asst. Disciplinarian. 

Louis Felix, " " 

Harry M. Carter, " " 

Mrs. Allie B. Carter, Asst. Matron. 

Jennie L. Gaither, Matron. 

Mrs. Estelle M. Armstrong, Asst. Matron. 

Elba A. Mayham, Asst. Matron. 



Alice A. Van Deman, Asst. Matron* 
Lizzie James, Cook. 
Marie McCloud, Asst. Cook. 
Nekifer Shouchuck, Baker. 
Dr. F. Shoemaker, Physician. 
Lucretia T. Ross, Nurse. 
Olive Webster, Hospital Cook. 
Harry F. Weber, Engineer. 
George L. Gottwerth, Fireman. 
Marion DeWalt, 
George Foulk, Teamster. 
Norman H. Justus, Farmer. 
Mrs. Mae Justus, Housekeeper. 
William B. Gray, Asst. Farmer. 
Norman Egolf, Dairyman. 
Mrs. Elizabeth Egolf, Housekeeper. 

NON-OFFICIAL POSITIONS 
Glenn S. Warner, Athletic Director and Coach , 
Alfred M. Venne, Gymnasium Instructor. 



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IINDI/1N EDUCATION 



THE history of the human race is an evolution or development. The Eastern peoples seemed 
to have reached a mature state first. The course of progress as well as of Empire was West- 
ward. When Columbus moved by the desire for discovery, wealth, prestige and conquest, 
pushed boldly across the unknown seas, and discovered the outlying islands of the New 
Continent, he discovered what seemed to him far more valuable — a race of copper-colored 
people. Thinking he had reached the east coast of India he called the natives Indians. 
Upon his return to Spain having given his glowing account of the tropical fruits and rich mines, and 
delivered his ornaments of gold, he added also, "thousands of natives ready to become converts to Christi- 
anity." From that day until the present, attempts more or less wise and successful have been made to edu- 
cate and train the native American Indian for civilization and Christianity. 

Mission Schools 

The first attempt to give the natives the benefit of the higher development of civilization and 
Christianity was made by the Jesuit Fathers of the Roman Catholic Church in the North. After untold 
suffering, privation and self sacrifice, they succeeded in planting the seed which was in later days destined 
to bear fruit for the Indian race. These were soon followed by other zealots of the several denominations 



17 



of Christianity represented in the colonizing schemes of the early colonies. Gradually the Mission Schools 
were increased, until there were hundreds of them scattered all over the sections inhabited by the Indian 
tribes. There are still many of them in existence doing excellent work in the development of the race. But 
their chief aim was religious training, and consequently did not cover the entire scope necessary to the high- 
est degree of efficiency, 

Day Schools 

The friends of the native American, for it is only of his friends that we desire to speak, then sought 
to place him upon an equality with their own children, before he was prepared for it. The plan was the 
establishment of schools similar to our public schools, and sometimes Indians were admitted into the public 
schools. 

But the results were not as satisfactory as its most sanguine advocates had anticipated. The Day 
Schools never furnished the opportunity of having the Indian away from degrading influences, long 
enough. They were not equipped for practical or industrial training, then, already deemed essential. 

Reservation Schools 

Now the Boarding School on the Reservation where the child is kept for a time somewhat removed 
from the surroundings of the tribal life and conditions was tried. Here in addition to academic training 
was given also some Industrial work. But this school whilst it has done more for the Indian than the Mis- 
sion and Day School, has never removed him far enough from the baneful influence of the life of ease and 
luxury of the Camp. The allurements of the tribal and parental influence has always been a counteracting 
force making the child dissatisfied and preventing him from doing the best work. 



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Non-Reservation Schools 



To remove the child from all these hindering' influences and to perfect the plan of practical or indus- 
trial training led to the establishment of the Non- Reservation School. Whilst this had difficulties, in re- 
moving the children to different climatic conditions, far from home and parents, involving considerable more 
expense in accomplishing its ends and maintaining the same, it has thus far proved to bethe most efficient 
and successful. 

We here have traced the idea and not the chronological order of Indian Education. For in point of 
fact, the Non-Reservation School was before the Day and Reservation School period. 

Carlisle's Aim 

Such a Non-Reservation School is Carlisle Indian Industrial School, which in fact is the largest and 
oldest in the service of the Government. Carlisle does not attack any other method of Indian Education, but 
she stands ready to defend and prove by facts her own position. She has in the past, and does at present 
show the best results for the betterment of the Indian's condition. 

Her aim is 

Individualization. — The child is taken away from its surroundings in camp, the influences of 
which are immoral, degrading, slovenly, dependent and consequently tend toward helplessness. Tribal 
association is displaced by individual segregation. The young Indian is brought into contact with other 
Indians of superior tribes and qualities, and realizes that it is now a matter of how much he will be able 
to do for himself. He is put into open competition with his more highly favored brother, and made to sink 
or swim. 



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Development by Personal Contact.— We believe that the best influence for development of 

character is association with such as have reached a higher degree of moral development. The readiness 
with which the Indian children imitate the conduct and ways of the white people, with whom they asso- 
ciate, and learn the lessons which elevate and ennoble, is proof of the sanity of our position. 

To further this idea, and to bring about these excellent results Carlisle has the Outing System 
which is simply development by personal contact. For this purpose we have yearly as high as 800 of the 
Indian youth under the influence of good, moral, economical, painstaking and consecrated white people. 

Some one has said, "It is not their natures that need changing but their habit of thought." This 
we know is best accomplished by the inspiration of personal contact with right thinking and living. By 
reason of this system the Indian youth is placed in close contact and under personal supervision of the highest 
type of Eastern civilization. Only after careful investigation as to the character and fitness of the person ap- 
plying for a boy or girl, are they assigned to them. A close and scrutinizing espionage is maintained over 
them during their absence from the school. A gentleman who is the Male Outing Agent, visits the homes 
where the boys are during the outing season. A lady who is Female Outing Agent, makes personal obser- 
vation among the girls. Monthly reports must be made to the school by the patrons, for which regular 
forms are supplied by the school. 

This system will be described more in detail at its proper place in this Statement. 

Practical — Our aim is to train the hand as well as the brain and the heart, consequently, we 
have our Department of Industries. This covers the following trades and industries: — Tailoring, Printing, 
Wagon-making, Blacksmithing, Horse-shoeing, Coach-painting and Trimming, Painting, Tin-smithing, 
Shoe-making, Harness-making, Carpentering, Mill- working, Plumbing, Brick-laying, Stone-masonry, Plas- 
tering, Cement work, Farming, Dairying, Poultry-raising, Horticulture, Sewing, Laundrying, Baking, 



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Cooking, and Photography. In each of these departments the students after five years' training become 
proficient and self-confident, which coupled with the practical application of each of these trades and indus- 
tries under the outing system, enables them to go into practical life equipped to take their place as wage- 
earners and bread-winners, or to maintain themselves in life's struggle. 

A department of Indian Art and Design has been established and is under the supervision of a 
native Indian artist of national reputation, Miss Angel Decora, a Winnebago Indian. Here the primitive 
Indian Dasigus, weaving, basket miking and various other Indian handicraft are taught. 

A number of the Indian maidens have taken courses in large Eastern hospitals and take front rank 
in the profession of nursing. We aim to give a better opportunity for our girls to become trained nurses, 
and, anticipating the completion of our new Hospital, a class of nurses is already organized. 

Gradually we have been enlarging our military training and aim to prepare our young men for ap- 
pointment to the non-commissioned offices in the Army. 

With electrical and mechanical engineering demanding so many young men to-day, we ought to have 
facilities for larger military and engineering training, and hope to soon give this opportunity to the most 
promising and ambitious Indian youth. 

What we already have, will be described in detail under each department of the Industrial training. 

History 

Carlisle is situated in the heart of the great Pennsylvania agricultural belt, nineteen miles from Har- 
risburg the State Capital, and one hundred and twenty miles from Philadelphia. 

This was a frontier military post in the early history of the Colonies. Here a treaty was made with 
the Indian tribes of Pennsylvania by Benjamin Franklin in 1753. 

During the Revolutionary War a number of Hessian prisoners were brought here after the battle of 
Trenton and incarcerated under military surveillance. For many years it was one of the chief Cavalry posts 



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and training schools for Indian campaigning. In July 1863, when the Confederate Army was marching toward 
Gettsysburg the town was shelled by Gen. Fitzhugh Lee and the buildings of the garrison, save the old 
Guard House were burned. In 1865 they were rebuilt. At midnight October 5, 1879, a party of 82 Sioux 
boys and girls were brought to Carlisle from the Rosebud and Pine Ridge Agencies, South Dakota, by Capt. 
R. H. Pratt, and thus began the training of the Indian far removed from home life and ties. Having in 
charge anumber of prisoners of war from the Kiowa, Comanche, Cheyenne and Arapaho tribes at Ft. Marion, 
St. Augustine, Florida, he conceived the idea of giving them training in the peaceful pursuits of their white 
neighbors. 

The old Army Post at this place was put at his disposal in 1879. From this small beginning the 
work grew until it has reached its present proportions. 

In July 1904, Brig. Gen. R. H. Pratt was succeeded by Major W. A. Mercer, U. S. A., of the 11th Cav- 
alry, who was detailed for this duty and who had been in charge of five of the large agencies with about six- 
teen years experience as agent on the Reservations in the West and the Northwest, thus coming to this im- 
portant post, fully equipped to grapple with its many difficult problems, particularly as affects their home 
environment. During its history it has had 3,773 boys and 2,238 girls under its care, a total of 6,011 pupils. 

Present Equipment 

At present the School has the following Buildings. Teachers' Quarters, nine Quarters for Employees 
and Superintendent, Administration Building, Dining Hall, Laundry, Photographic Studio, Girls' Quarters, 
Large Boys' Quarters, Small Boys' Quarters, Gymnasium, Academic Building, Guard House, Hospital, 
Stables, Athletic Cage, Industrial Building, Commissary, Fire Engine House, Large Athletic Field, and two 



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large Bank Barns and Brick Farm Houses. The Campus covers an area of about 29 acres, with large 
trees, and a fine court for parade grounds, tennis and croquet courts. Two farms of fine limestone land 
directly adjoining the School on the East containing about 270 acres. 

The Printery is equipped with four Job Presses, and one Babcock Pony Cylinder Press, all run by elec- 
tric motors, various fonts of type from which is printed the official weekly The Arrow by the boys, under 
the supervision of competent instructors, also a paper cutter, card cutter, cabinets, etc. 

The Carpenter department is equipped with scroll saw, planer, turning lathe, circular saw, mortiser, 
tenoner, moulder, all run by electric motors. 

The Power Plant is equipped with four Geary water tube boilers of 150 horse power each. 
The Laundry with a mangle, two washers, two starchers. 

The Kitchen has three covered iron tanks and two copper boilers, where cooking is done under forty 
pounds pressure; also four large steel ranges. 

In the Basement is the Bakery. An octagonal oven with revolving floor of five barrels of flour capacity 
a dough mixer, and cake and cracker machine. 

Religious 

There are represented among the children 77 tribes from Florida to the Dakotas, from New York to 
Arizona, and from Washington to Alaska, consequently there is a diversity of religious interests. Students 
are encouraged to attend and unite with some church, if they are not already members. Proselyting is 
strictly prohibited. No change of church relations can be made except by written consent of the parents or 
guardians to the Superintendent. Attendance upon religious services is compulsory. 



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Children who are Catholic are under the supervision of the local priest and an assistant, with several 
sisters, who are in charge of St. Katherine's Parochial School with the local parish. Instructions by the 
sisters are given on Monday evenings to the large boys, Tuesday evenings to the small boys, and Wednes- 
day evenings to all the girls. On Sundays at 9:30 A. M. attendance upon Mass in the local church. If the 
weather is favorable Mass shall be said at the School. In the afternoon 3:30 Sodality League of the Bless- 
ed Virgin. Sermon and benediction for all at 7:00 P. M. at the School. 

The Protestant children must attend morning services in their local church in the town; also Sun- 
day School in their respective churches, by the boys, the girls attending Sunday School in the School 
Chapel, taught by the teachers of the school. 

In the afternoon at 3:30 in the School Chapel a preaching service is held by a Protestant clergyman, 
which must be attended by all who are not Catholic, unless ill, and excused by School Physician. 

At 7:00 P.M. in the School Chapel there is a Young People's Prayer and Praise Service conducted 
by teachers and employees. 

Oq Tuesday evening the Y. W. C. A. holds a religious service in the Assembly Room of the Girls' 
Quarters. On Wednesday the Y. M. C. A. holds its service of Prayer, Praise and Bible-study. Both of 
these are attended voluntarily but never want for interested and enthusiastic worshippers. 

Thus there is thrown about the youth the proper religious environment and influence. No coercion 
but gentle suasion and kindly leading, are the religious influences. 



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INDUSTRIAL TRAINING 



IN the discussion of this department, we remind you of the fact that our boys and girls must be pro-' 
ducers in these industries, consequently not so much, time is given to the theoretical and to the 
scientific study of each trade, as were possible if they would not be compelled to put sq much time 
on the production side. Any student who will give five years of his or her time to any one of these 
industries during their stay here, will be able to reach a condition of independent living. 

Carpentry 

Mill Work — In it the boys are taught the different branches of the carpenter trade, as well as the 
making of furniture, mill work and wood work in general. Everything required for the school in wood 
work is made exclusively in our shop. We furnish all the mill work for our new buildings, all the hard 
wood for articles such as libraries and cabinets, chairs and tables are all furnished from this department 
and by the labor of these boys. We have in this department complicated machines for the manufacture of 
high grade work which the boys are required to become familiar with during their term, and they are thus 
enabled to compete on equal terms with outside, expert mechanics. Exercises in planing, nailing, boring, 
sawing, gluing, making joints, dovetailing, turning and other necessary elements in cabinet making and 
carpentry. 



"We employ in this department an average of about fifty boys, ranging in age from 12 to 21 years. 
These boys, as in other departments, are detailed to attend school one half the day and work in the shops 
the other half day. During the two months in summer the boys are hired out among the farmers, and the 
force in the department is cut down to about 25. The school term being five years, and the boys being de- 
tailed but one half day in the departments, two months of summer being spent on farms, the average time 
each boy has to learn his trade does not exceed two solid years. At least 25 per cent of these boys, not- 
withstanding the limited time they have in which to learn their trade, go out from the school expert me- 
chanics, able to compete as carpenters and wood workers with any they meet outside, and a young man from 
this department, very recently was offered and accepted a position in the Pennsylvania Railroad shops at 
Altoona at a salary of $1000 a year. 

Construction — A force of boys ranging from 12 to 21 years of age are under the direction of the 
Master Carpenter. There are many repairs and considerable new construction going on all the time. The 
boys are taken like any apprentice and put through the same amount of work, covering two years, when 
they become efficient workers. Five years of la^or on outside construction makes them competent journey- 
men. They can plane, lay off and execute regular carpenter work.— Running lines, setting batters, level- 
ing, squaring, framing-sills, studding, joists, rafters, sheathing, shingling, weather-boarding, setting door 
and window frames, hanging sash, blinds, doors; and all necessary carpentry. 

In the carpenter shop are 12 double benches, each side having a vise and three tool drawers. Each 
bench is supplied with the usual number of saws, planes, chisels, bits, braces, etc. 

There is also an excellent equipment of machines, viz. mortiser, tenoner, scroll saw, circular saw and 
borer, planer, moulder, and lathe. The machines are run by individual motors. 



2b 



Blacksmithliig 



Instruction is given in care of fire, kinds of fuel, proper heat, care and use of blacksmith's tools, 

drawing out, upsetting, bending, twisting, punching, cutting off, welding, brazing, tempering, annealing, 
heading and threading bolts, riveting, hack-sawing and tire-setting, — complete carriage and wagon smith- 
ing. Especial attention is given to horse-shoeing. — Stripping and preparing foot to receive new shoe, nail- 
ing in place to give correct lines to agree with pastern bone. Making special shoes to overcome defects in 
feet, corns, contractions, quarter-cracks, etc. Also to shoe so as to overcome interfering, stumbling, 
knee-knocking, etc. 

This shop is equipped with eleven stationary forges and three large drill presses and vises. Near each 
forge is a 120-lb. anvil and a tool bench. Each bench is supplied with the usual sledge and hand hammers, 

swages, tongs, punches, etc. 

Carriage and Wagon Making 

Instructions in the use of tools and care of them as in the carpentry department. 

Plaining, squaring, marking, mortising, tenoning and framing, instructions in the names of every 
part of the buggy, carriage, surrey, cabriolet, or wagon. To make a detailed drawing of the body or gear 
which is to be made; then the young man begins the construction of the body or gear, taking great pride 
in his work usually, and after two years in the shop, the ordinary boy can construct a body from the rough 
plank, equal to any mechanic. 

The several iron parts are also explained as the blacksmithing department is closely related and nearby. 



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Goach Painting'and Trimming 

Instructions in filling, priming, glazing, rubbing out, putting in color, color and varnish, rubbing 
varnish, striping, ornamenting and finishing. 

Instructions in measuring and laying out cloth, filling, tufting, sewing and covering top and bows. 

This shop hasten benches each having a coach-maker's vise and the necessary number of saws, planes, 
chisels, bits, braces, drawing knives, spoke shaves, etc. 

Painting 

House Painting — Inside and outside, graining, natural hard wood finish, varnishing, polishing and 
enameling, sizing and kalsomining. 

The mixing of paints and bases of tints and colors is taught, as no ready mixed paints are used. 
Theory of paints, manufacture and adulteration. All the buildings on the grounds are painted inside and 
outside, all kalsomining is done as supplemental practical application of training in paint shop. 

Sign Painting — Instructions in laying out. cutting, studying styles and names of letters. 

Plumbing and Steam Pitting 

This course embraces instruction and practice in all lines of piping and connections necessary for the 
heating of the buildings, about 1.0,000,000 cubic feet, connecting up engines, boilers and dynamos. Prac- 
tice in care of boilers and steam engines, drawing and banking fires, regulating water supply and draught, 
steam pressure, blowing flues, and everything necessary to first class engineering and firing. 



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Numbing 

This includes all sanitary drainage, the care of 85 closets, 75 bath-tubs, 20 stationary wash-stands, 17 
sinks, 19 laundry tubs, and 18 kitchen tubs. There is also opportunity to study some machine work. All 
repairs to farming implements, Printing Presses, Laundry Machinery, Mowers and Sewing Machines are 
made by the students in this department. 

Tailoring 

The work in this department consists chiefly in making uniforms for the school, working clothes for 
boys, and civilian suits for the graduates. 

The course is divided into three grades, not necessarily years, but a completion of each grade before 
the pupil is advanced to another grade, as follows: — 

1st. Practice is given in stitching, in order to accustom him to the use of the needle and thread, be- 
ginning with the running stitch and backstitch, this is followed by other stitches and the making of button- 
holes, and this in turn by practice on the sewing machine. After he can do this fairly well he is given work 
on repairing of that kind which does not require a great amount of skill. He will repair his own clothes as 
well as those of other boys. 

2nd. Having become more proficient in the use of the needle and sewing machine, he will begin to 
make trousers. At all times stress is laid on having him work carefully rather than rapidly, and basting is 
insisted on, as good work cannot be done without it. Bv actual work he is taught the cleaning ©f clothes, 
and the various ways of removing stains, dirt, dust, etc., as this is an important part to be learned in the 
trade, and for whi^i material is never wanting. Connected with this work is pressing and repairing of an 



order requiring more skill. To encourage him at this stage of the work, each boy is allowed now and then 

to make from measure a pair of trousers for himself alone. Next he is put to work on coats; plain uniforms 

first, then officers' and civilian's clothes. Careful attention is given to making vests, making welt, patch and 
faced pockets. Between times he is given lessons in the taking of measurements and drafting patterns for 
trousers in the different styles. 

3rd. After he has shown marked improvement and proficiency in making coats, he will take measure- 
ments and draft patterns for coat, overcoat, Prince Albert and other styles. First proportional measures 
are used, actual measurements after that. He is taught the different scales and measures from the square. 
Special instruction is given the boy in cutting by pattern, how to lay the pattern on the cloth and in cutting 
trimmings impressing him constantly with the necessity of economy of materials. Then he makes up the 
coats he cut, for the try on, tries them on himself, drapes them, marks the needed changes and so gets fa- 
miliar with the different alterations. The drafting is kept up until he is able to draft without further in- 
struction. Much practice is had in civilian work by boys buying cloth in the town and then having it made 
up in the tailor-shop. From time to time talks are given on estimating materials and cost of suits, the study 
of fabrics, the purchase of goods and details of running a business successfully and business etiquette. 

Harness-Making 

The boy is first instructed how to make a wax end, the twisting, waxing and number of stands used 
in making it, which vary according to the weight and thickness of the work to be sewed. The awl is ex- 
plained; how to set it for stabbing holes for the best results. Several strips of leather are tacked together 
and the boy is shown how to sew. This is kept up till he learns to draw every stitch with uniform tension 
and distance. Then he is prepared to stitch different parts of the harness. He is taught the names of the 
different parts as he sews them and by the time he is through with a complete set, he has the names of all 
the different parts required in a complete set of harness. 



SO 



2nd. He is taught how to blacken the edges, wipe them smooth with a cloth, crease them with a tool 
called a creaser. He is shown how to select the right size creaser that is suited best for the straps he is about 
to crease. Different width straps require different size creasers. 

3rd. He is taught how to skive laps, punch buckle holes in the different straps at their proper places, 
how to select and prepare loop leather, how to fit up and tack the different parts together, place the rings 
and buckles in their proper places; it is now ready for sewing. 

4th. He is taught how to cut out a complete set of harness, the ring lengths and widths, how much 
to allow for laps, the names of the different parts required to complete a full set of harness. He is also 
taught when learning to cut harness, the importance of practicing economy; how to select his leather best 
required for the job he intends to build, what part of the side from which to get the leather, best adapted for 
that particular part of the harness for durability and service. When the harness are all sewed, he is shown 
how to dress and finish the work, to put it in a makretable condition, by rubbing the sewing smooth with a 
tool called a slicker. He blackens the stitches with edge ink, lets it get two-thirds dry, then wipes it with 
a cloth, sets up his loops and creases them and finishes his harness with gum tragicanth which he applies 
with a sponge and rubs it with his hands till it gets glossy and smooth. It is now ready to be buckled to- 
gether for use. 

5th. The boy is shown, as he moves along at his trade, how to repair and care for harness, the im- 
portance of keeping them clean and well oiled to preserve the wearing qualities. 

Work benches surround the shop on all sides. There are sixteen sewing horses, besides cutting, fit- 
ting and finishing tables. This department is supplied with all the tools essential to a well-equipped shop 
making hand-made harness. 



31 



Shoemaking 

In this Department the boys is taught First — To make a wax end and twist a bristle — to sew straight 
seams; then the use of tools on repair work, also how to keep them in order. 

Secondly, — Cutting and fitting uppers, lasting, stock-fitting, second lasting, trimming, heeling, hand 
welt repairing, sewing in linings, punching and putting in eyelets, measuring the foot and fitting, sand 
papering and finishing. 

Both men's and ladies' shoes are made. All our work is done by hand except the sewing of soles 
which is done by a McKay solesewer run by foot power. 

Much repair work is done so that a boy after three years in the shop can do all kind of work by 
hand connected with this business. 

In addition to cutting and finishing tables and cobbling benches, this shop has five tables each 
equipped with four jacks, each table thus accomodating four apprentices. Besides the usual equipment of 
tools there are the following machines: 1 McKay Sole Sewer, 1 Eyeleter, 1 Chanceller, 1 Rolling Machine, 
1 Sciving Machine and several Sewing Machines. 

Plastering, Masonry, Bricklaying and Go inciting 

In these branches of our industrial training especial attention is given to the practical side, in actual 
construction work. 

Plas tering is taught in shop and also in practice. Making mortar, putty, the use of of hair, lath- 
ing, plastering walls and ceiling; plastering to ground and to finish; and sand finish, ill the new build- 
ings are plastered by this department under a Master Mechanic. 



32 



Bricklaying— Proper use of ordinary bricklayers' tools, making mortar-beds and boards, building 
scaffolding, screening sand, slacking lime, use of coloring material, selecting brick, choice of lime and sands, 
spreading of mortar, cleaning brick, laying brick pavement, use of stretchers, headers, laying piers and setting 
window and door frames, trimming joints with pointing trowel and straight-edge, laying off building arches, 
chimneys, stacks, cleaning brick with acid. 

Masonry — Use of tools, making of mortar, dressing up stones, laying of foundations, pointing, and 
all practical work in this line. Much practice in actual building. 

Cementing — The laying of granolithic or cement pavement is taught. Excavations, framework, 
grouting, proportion of crushed stone, cement and sand, screening stones, time allowed for setting. Mix- 
ing fine grade of screened stones, cement and oand, levelling, marking, top coat of cement and sand, 
finishing, building curb, removing frame, care of pavement until hardened. Estimates of cost per square 
yard, etc. Also the molding of artificial stone or cement blocks for trimming and building purposes. 

Tin Shop 

The work in this department consists of tin and sheet metal vessel making and tin roofing. The shop is 
well equipped with tools and machines, among which are folding machines, edging machines, forming ma- 
chines, turning machines, setting-down machines, beading machines, tongs, seamers, snips, bench shears, 
stakes, etc. 

The apprentice is taught the use and care of tools and machines. How to make small articles such 
as cups, soap dishes, napkin rings, dippers, pans, stove pipes, elbows, putting together tin for roofs, and 
the making of large vessels. Ihey are likewise taught how to lay flat and standing seam roofs with valleys, 
putting up gutters and conductor pipes, and all kinds of repairing. 



33 



The Mntery 



With a purpose to occupy a field of usefulness which is untouched by most of the other schools, and 
with a plant that is in itself a source of education and inspiration to a student, the class in Printing is one 
of the features of the Carlisle Indian School. The purpose of this industry is to increase the artistic and 
industrial capacity of the student, thereby adding- t • his worth to himself and his employer. The newspaper 
proprietor, the publishing and commercial printing concerns know uf the hindrances which stand in the 
Way of the youth who takes up the printing trade as an apprentice. In time the apprentice comes to a realiza- 
tion of the narrow opportunities which have come to hixi in his efforts to acquire a thorough, general know- 
ledge of printing. On every hand in newspaper plants, with commercial printing attatched, where many or 
few youths may be employed, and who in too many instances are striving to learn the intricacies from some 
one who is an incompetent teacher. 

Going into the larger printing establishments of the cities, one finds that the youths who are learning 
the trade are being turned into specialists — job printers, machine compositors, and pressmen. In recent 
years there has come a wonderful change into the character of the printing trade. It has developed to the 
point where it is nearer a profes ion that any o^herkind of trade, with alliances reaching into photography 
and drawing. In color printing the calling is taking on m-w values, which lift it into the place of art. But 
opportunities for ambitious young printers have not kept p^ce with this general advancement. The class 
in Printing of the school purposes to open wide the door to such students. During the period of instruction, 
the School undertakes to polish off the students, and make higher newspaper and book compositors of them; 
make them adepts in setting display advertisements, and the artistic side of job printing is extensively dealt 
with. 

The range of instruction includes book and job composition, stone and press work, feeding, color 



34 



work, display advertising and a general run of commercial job work such as is found in all printing offices 
throughout the country. The course covers four years and is only open to the students of the advanced grades. 
A weekly paper, "The Arrow," is published by the apprentices and all the printing required by the in- 
stitution is executed at the Printery, thus giving the students practical instruction in their chosen line. 

That the Indian youth make good printers is mainfested by the fact that many of our graduates are 
employed in Philadelphia, Chicago, and other cities, and are giving entire satisfaction, 

The Printery is equipped with four modern job presses, a Babcock Cylinder Press, paper c .itter, and 
an assortment of modern job type sufficient to impart instruction in all classes of printing. 

Photography 

In the well equipped photograph gallery, a limited number of students are taught the theory and 
practice of this art, in the following order: 

First lessons in Printing. The use of the different kinds of paper. Printing out developing paper 
and proper mounting for different sizes of photos. 

Secondly. — Developing and Toning. Treatment of Printing out paper, caring for plates, use of dark 

room. 

Thirdly. — Retouching. 

Fourthly. — Use of camera, adjustment of screens and curtains. Taking of portraits, position of 
subject, pose, etc. Out-door work, focusing, selection of object and perspective, length of exposure, etc. 
By this time he becomes a good operator, retoacher and all-round photographer. During the various steps 
he is taught the component parts of the chemicals used in developing. 



35 



The Kitchen 



With the equipment already referred to, is in charge of a head cook, with an assistant, an Indian 
boy. — Four other boys work in the kitchen on alternate weeks. All the food for the large Dining Room is 
prepared in the Kitchen. The vegetables are all prepared by the girls and sent to the Kitchen for cooking. 

In the Teachers' Club, the large girls get praciical training in cooking. They serve one or three 
months in this capacity. An opportunity is afforded them to learn all sides of domestic cooking, and card 
of family table and dining room. 

Bakery 

In the basement of the kitchen is the bakery, the head baker being a Cherokee Indian with eight In- 
dian assistants. The bakery has the following equipment of machines: 

1 lG-ft. rotary bake oven. 1 Triumph, 4. bbl. dough mixer. 1 Queen City continuous feed-wire- 
cut cake machine. 1 Day's economy round post cracker machine. 1 No. 3 safety dough brake. They 
bake daily 875 loaves of bread, once a week about 750 rolls, and weekly about 500 pies. 

The Dining Hall 

This is a large, well-lighted and ventilated room seating about 1000 children. There is a matron and 
an assistant. The tables are a^anged to accomodate ten pupils each. All the tables are kept clean and in 
order by a detail of girls one to two tables for a month at a time. All food is placed upon the tables by 
them at the meal hour. Five girls serve as waitresses during the meal. Grace is said or sung at every meal. 



36 



Agriculture 



Farming is taught mostly from the practical side. There is a difference in farming on a smaH r farm 
of one hundred and fifty acres in the hilly, mountainous regions of Eastern Pennsylvania, New Jersey and 
Delaware, as compared to the section ranches of the broad prairie lands of the West and Northwest. But 
fundamentally agriculture is the same the world over. There is this advantage, however, in being trained 
on a small Eastern farm, the thorough manner in which the Eastern farmer studies his limited acreage and 
husbands his resources to get the best results, the studious manner in which he cultivates every foot of the 
small farm to produce large results, will not only give him superiority over the extravagances and oftimes 
wasteful practice of his Western brother, but also enables him to get greater results from the broad acres of 
the large prairie ranches of that fertile region. The chief difference is in the rotation of crops consequent 
upon the difference in soil. Economy is the primary law of farming in the East. On the nearly 300 acres 
of farm land adjacent to the school, and part of it, as well as among the hundreds of thrifty, well-to-do farm- 
ers of the East through the Outing, the Indian boys who take up this line of work become agriculturists 
who will be able to take care of their allotments on the Reservations, as many of their white neighbors can- 
not. 

This instruction in farming consists of care of farming implements and machinery, stock, fences and 
buildings. A study of various soils and their peculiar requirements, fertilizers, comparative values, and 
uses. Tilling and cultivating of soil, seeding and planting, rotation of crops, so as to preserve the quality 
of the soil and produce best results. 

Cultivation of growing crops in season. Destruction and annihilation of weeds. Drainage and re- 
clamation of so-called "waste tracts," harvesting and thrashing, housing crops, and preparing them for the 
market, caring for feed so as to preserve its nutriment longest, and better fit it for its intended purposes. 



37 



Time for marketing crops, because of shrinkage. Best methods of destroying insects, weevil, scale on fruit 
trees, etc. In short how to make an acre produce the largest crop, and bring the most money. 

With this practical training among the many different and highly successful farmers under the Out- 
ing, the Indian lad is prepared to take up his own farm and with the best ideas on farming bring out of it 
results which are amazing. He will eventually be able to show his brother in the West how to hold up the 
standard of production after his naturally fertile soil will have gone into decay. Eastern thrift, frugality, 
economy, perseverance and hard labor, will have its effect upon the future of the Indian farmer of the West. 

Lectures on agriculture, dairying, poultry raising and stock raising, are given in the class rooms in 
the Academic Depaitment, by a graduate Professor in Agriculture. 

Sewing 

The work in the sewing department is divided in four grades. 

First — Is the darning class for the small girls and the beginners. Here we fitst teach them the use 
of the thimble, and needle, which thev master in a very short time, and then they are taught how to darn, 
as all the darning is done in this class for the boys. When the darning is finished for the week, they take 
up plain simple sewing, such as towels, napkins, table clothes, sheets, pillowcases, skirts, and iron holders, 
basting all the hems first and stitching them on the machine. The small girls are required to do all the cut- 
ting for this class and complete the course just as nearly as it is possible. 

Second — Instructions in all kinds of repairing of clothing. After the mending is done for the week 
they take up their sewing such as night-shirts, drawers for boys, and check aprons and gowns for the girls 
which must be made in large quantities. 



38 



$hird Grade which we term as the plain sewing class. Here they must cut and make about 3000 
shirts for the boys each year, and gowns, white aprons, curtains, drawers, and all the more advanced plain 
sewing. 

Fourth Grade — The dressmaking class, where we teach cutting, fitting and the making of the school 
uniforms and work dresses. The seniors are taught drafting and the making of useful patterns. We also 
teach them how to tuck and shir thin materials and fancy waists and skirts. When they have completed the 
course they are capable of going out and making a good living doing plain sewing in families or at plain 
dress-making. 

The Laundry 

During the winter ten thousand pieces are washed, ironed and delivered to the various Quarters each 
week, necessitating a girl's learning to do all grades of work when she is first detailed here. If she is a new 
girl, without experience in laundry work, she is put in charge of a competent Indian girl who watches her 
work closely, teaching her to iron carefully seams, gathers and many parts which she naturally neglects. 
These girls are very patient and painstaking and at the close of a week's tuition the new girl develops a 
pride in her work which leads with practice to efficient work. Each girl does a certain amount of washing 
which is supervised. The flannels are all washed by hand which gives the girls a knowledge of handling de- 
licate materials, temperature of water to be used and the final pressing. A special detail of four girls each 
morning and afternoon, spend six weeks as assistants soi ting and counting clothes, making starch, starching 
collars, sprinkling and folding clothes, some in this detail have learned the washing machines and been able 
to operate the washing department with little supervision. Small boys also play an active part, dusting and 
oiling machinery, taking care of the fire, folding and mangling and assisting in many ways. Some are very 



39 



careful in their work and have remarked after taking up a trade that they learned to work in the laundry. 
All the children are urged to do their best and with close attention to their work, with the experience gain- 
ed during the Outing and the training received at the school laundry most of them become excellent laun- 
dresses. 

Horticulture and Green House Work 

We have a modern equipment in the greenhouses, with everything necessary to successful work. In- 
structions are given in the different methods and processes of flower culture. 

Proper kinds of soil and suitabie fertilizers, with their component parts — time and manner of planting 
sowing seeds, cultivating and keeping favorable conditions for plant growth. 

Hybridizing as a means of improving and producing new varieties— selection, planting and cultivat- 
ing shrubbery; budding, grafting, propogating and pruning trees for lawn or orchard; 

To instruction will be added the opportunity for practical application of this knowledge, by actual 
experience on the large campus and orchards of the farms. 

Instruction and practice in decorating and beautifying grounds with a view to arousing aesthetic 
tastes and ambition to improve and beautify surroundings of his own home. 

Trucking and gardening is under the supervision of this department and abundant opportunity af- 
orded to learn invaluable lessons in gardening. 

Poultry Raising and Dairying 

Instructions in setting hens, and also in hatching with incubators. 



Selection of eggs, Time for hatching, Temperature of incubators, Cleanliness, Kind of feed best ad- 
apted co chicks and best for old hens, Care of eggs, Treatment of diseases common to poultry, Roup, Rip, 
Canker, etc. At present the flock numbers about 2,0L)0. 

This department has four large poultry houses, a large brooder house and four incubators having an 
average capacity of about 150 eggs each. 

Dairying 

Milking, Separating cream by hand separator, Churning, Care of milk, cream and butter. 

Care of herd, Feeding, Cleaning bedding, Treatment of common diseases among milch cows Time 
for weaning and care of calves and heifers, Selections of feed and its preparation to produce best results 
A herd of about 50 cows are used on the farm for production and practical training. 

The Dairy has a Sharpies' Tubular Separator and a large churn which are run by a gasoline engine 
The engine is used, also to run a pump which supplies water to the farm house, barn, milk house etc 

Supply Department 

The personnelle of it consists of one Quartermaster, with pupils to assist. 

It provides everything: —clothing, provisons, feed for animals, material for farms and shops 

All supplies are estimated for, on annual estimate for 1000 pupils and 85 employees, and 150 head 
of stock. 



Provisions are mostly bought by contract at Carlisle in fail season in order to make selection from" 
new crop. The table of pupils is supplied with great variety of food; i. e. Bacon, Beef, Veal, Pork and 
Codfish, Eggs, Butter, Milk, Beans, Rice, Hominy, Oatmeal, Barley, Flour, Corn meal, Potatoes, Onions, 
Coffee, Tea, Cocoa, Sugar, Syrup, Vinegar, etc. In winter Canned Corn, Peas and Tomatoes, in summer 
Lettuce, Peas, Cabbage, Radishes, Spinach, Celery, Pumpkins, Rudabagas, Asparagus, Cucumbers, To j 
matoes, Sweet corn, etc., Fruit, Apples, Strawberries; in addition to above, Raisins, Currants, Apples green ,• 
Apples dried, Peaches dried, Prunes dried, are purchased by contract in November each year. 

The Bakery employs one baker and eight assistants,— all Indians. They have fine machinery to 
furnish wholesome clean bread, a rotary bake oven, a dough-mixer, a cake and a cracker machine. We 
on an average bake 4 barrels of flour daily. Usually bake during week in addition to bread 320 pies, 1500 
rolls, 15 pans cake r 15 pans corn bread. 

Our Kitchen employs two cooks with eight boys as assistants. 

Our Dining Room is presided over by two Matrons who also instruct girls preparing vegetables for' 
kitchen, washing dishes, etc. Oar dining-room seats 1000 pupils. 

Health Department 

It is with a good deal of pride that we point to the health conditions at Carlisle. The school is beauti 
fully located in one of the most fertile and healthful valleys in southern Pennsylvania, surrounded by 
picturesque mountains and streams. The climate is temperate, with neither excessively- hot summers nof 
very cold winters. 



42 



The buildings are for the most part old but commodious, and well kept, and readily ventilated. They 
are lighted by electricity and heated by steam heat from a central plant. The school is supplied with an 
excellent sewerage system and the grounds, which are beautifully laid out in walks and carriage drives, are 
kept scrupulously clean at all times. 

The hospital maintained at the school has a capacity of fifty patients and is fairly well equipped. 
The second story of the building is devoted to the use of the male patients while the girls occupy the lower 
floor. It has its own kitchen and can furnish any special sick diet that may be prescribed. 

The amount of sickness here is not excessive which is due, no doubt, to the good sanitary conditions 
of the school generally as well as to the fact that the students in attendance are provided with a generous 
and wholesome diet of meats, vegetables, milk, cereals and fruits, are well clothed, and have excellent bath- 
ing facilities. The athletic sports which include baseball, football, tennis and basketball are indulged in by 
a large number of the boys and are conducive, in no small measure, to the general good health and well be- 
ing of our students. 

With the exception of tuberculosis there are comparatively few cases of sickness here of a serious na- 
ture. Although tuberculosis is one of the most widely distributed of all diseases, j et, considering the large 
number of pupils attending the school from all over the country, and the natural predisposition of the race 
to it, the number of cases of this disease is not large. At present there are no cases of tuberculosis under 
treatment at the school. 

The climate of this section of the country is not particularly unfavorable for the outcome of cases of 
consumption as this disease is now known to be successfully treated in crowded tenement districts of Bos- 
ton, New York, Philadelphia and other large cities of the east. 



43 



A new feature recently introduced here is a course of instruction in nursing which is being giv'Sfi at 
hospital to a limited class of girls showing an unusual adaptability to the work. 

The dental work required by the students is now also being done at the school hospital. Arrange 1 
nts have been mude with two dentists of Carlisle by which ea<?h makes regular weekly visits to the sehooli 




44 



ACADEMIC DEPARTMENT 



T rhe rooms of the first three grades are grouped into two divisions. The brighter and more evenly 
developed pupils constitute one division. If teachers can do more effective work by dividing these classes 
into two groups and alternating some of the recitations for tach session they do so; but ordinarilly it is 
found best to haye half of each grade composed of the brighter pupils, and the rest of the grade classified 
so that the lower and less-gifted pupils be grouped by themselves, in the more difficult subjects, thus 
making allowance for individual differences and peculiarities. 

In groups of this kind subjects are fewer and advancement more gradual. 

By careful co-ordination and correlation of subjects four or five recitations, according to their nature 
and the method of classifying, is the maximum number planned for at one session. 

Pupils are advanced to higher groups or grades as soon as their Work indicates sufficient mental 
fowar to do the work required in such groups or grades. Promotions are made every month. 

A system of grading which includes both the daily recitation as well as monthly' and term examina- 
tions is now in vogue. 

The individual and his special needs are the constant consideration of the teacher. 

Pupils attend school one half day of three hours and work in the industrial department the other half 
\iay. The school is divided into sections. The first of every month the divisions change their school period 
thus giving every pupil an equal chance to get the advantage of morning school. 



(ieneral Suggestions 



Not "higher" education but "better" education is our aim. Ac the same time pupils who show spec- 
ial fitness and are willing to make sacrifices on their own account in order to take up something higher than 
our course calls for, are not only encouraged but a way is always provided for them to do so. Through the 
co-operation of Dickinson College, the Carlisle Business College, the Scranton Correspondence School and 
similar institutions, any student who has shown special fitness can take up and complete any course offered 
by any one of these institutions. In fact we have a number of students who are now making a success 
along these lines, largely by their own efforts but still under the guiding hand of the School. In a word 
the advantages and opportunities offered by the Carlisle Indian School cannot be surpassed, and every-thing 
considered, are probably not equalled by any other school in the Indian Service. 

Programme 

Teachers, in arranging their programmes, provide for three primary subjects to be recited upon three 
or four times per week. The remaining subjects as secondary are recited upon three or less times per week. 
A plan or programme of the day's work is sent to the Principal's office each morning. The month's work 
is planned in advance for his approval. 

Morals and Manners 

Teachers mast do earnest personal work. "Soul to soul contact is the only work that tells." No 
rude or uncouth things are allowed to pass. Life-living, not lecturing, tells most in character unfolding. 
Everything that tends toward correct habit formation is carefully considered. This means patient, per- 
sistent effort, constant vigilance. 



46 



ElOCUTioMAR? Work and Literal Societies 
Pupils receive training in rhetorical work from week to week in their respective rooms, and once per 
month a public exhibition is given in the chapel, at which time the rooms alternate in furnishing one exer- 
cise. Teachers give helpful attention to the pupils work done in their literary societies. 

There are four literary societies, two among the boys and two for the girls. Meetings are held every 
Friday evening. Employees in details of two take turns in visiting the societies and report their obser- 
vations and criticisms to the Principal. The students manage the meeting themselves and derive great 
benefit from them. 

Evening Program 

Order No. 30 Dated September 26, gives a good idea as to what is being accomplished along this line. 

OFFICE OF THE SUPERINTENDENT. 
Indian Industrial School, 

Carlisle, Pa., September 26, 1907. 

ORDER I 
NO. 30 \ 

To afford all pupils the opportunity for volunteer study, reading, or other useful occupation in their own rooms, 
Which now takes the place of forced study in the class rooms, it is necessary that the time set apart for this purpose be 
known as the "Quiet Hour," at least as far as Quarters are concerned. 

All pupils therefore who are not engaged in regular gymnasium work or who are not assigned to Library Work 
are to repair to their rooms at 7:00 P. M. on Monday, Tuesday, Wednesday, and Thursday of each week, and spend 
the hour in volunteer study, sewing, or other useful quiet occupation. 

The bell will ring at the beginning and close of this hour. 

Teachers especially will see that the pupil is given the opportunity to accomplish something by his own efforts"^ 
problems to work; a good book to read; class work or industrial work of any kind that can be done quietly. 



47 



The smallest boys and girls can be assembled in their respective assembly rooms with a teacher or other em- 
ployee in charge. Short stories, especially those containing a good moral lesson which can be applied to every day life; 
short talks on manners, etc., suitable to boys and girls of this age, as well as games and other amusements are all 
appropriate 

To give every boy and girl a chance to spend at least one quiet hour each week in the library, special schedules 
will be prepared. 

The Library Hour can be used for study, exchange of books, miscellaneous reading, as the pupils see fit. 
Teachers will assist in this work. 

The Principal Teacher will report from time to time to the Superintendent as to the efficacy of this system, and 
it is hoped that matrons, disciplinarians, teachers, and other employees will do all in their power to thus lead the pupil 
into habits of self improvement. W. A. MERCER, Major 11th Cavalry, Superintendent. 

Regular details of teachers are doing affeetual work in carrying out this order. 

Industrial Talks 
A schedule like the following is made for each month: — 

Blacksmith shop School Room No. 7 



Gardening including g.een house 

Carpenter, ^hop 

Paint 

Farm including poultry and dairy departments 

Wagon makiug department - 

Harness 

Shoe Shop 

Tin Shop 

The Pdntery 

Tailor shop 

Eugineering department 



Normal 
No. 1 



8 
9 

10 



48 



The instructor of each industrial department assists in giving general information as to the work of 
his department. 

The pupils are provided with note books and under the guidance of both aca leimcand industrial teach- 
er makenotts of their observations. These botes are afterwards used for composition work in the class room 
and whenever possible are substituted for recitations, &e., on the monthly entertainment program. 

As nearly all of our teachers of industries live off the grounds, the plan of having these teachers give 
talks to the pupils in this way in the different shops meets in a more practical way the need of chapel talks on 
these same subjects. The shop itself, as might be expected, is a wonderful help to the talk. 

The plan so far has proved of much benefit in the way of combining industrial with academic work. 

Chapel Exercises 

Monday A. M. and Thursday P. M, respectively the morning and afternoon pupils meet in the Audi- 
torium for chapel exercises. 

An opportunity is thus afforded to bring before the school matters of special interest to all. 

Teachers' Meeting 

The teachers have a regular teachers' meeting one hour a week. Methods of teaching and class 
management are discussed for half an hour. The other half hour is usually devoted to the reading and dis- 
cussion of some book on pedagogy or articles in magazines that are especially helpful to our work. 

The teachers are also required to spend a half hour each week in a shop and so familiarize them- 
selves with the work that they can make their teaching more practical. 



49 



Our Normal Training Department 



This year about eighty small boys and girls ranging in age from seven to fouiteen are cared for alb 
day in the normal rooms. They are divided into six classes. The highest class is just beginning fourth 
grade work. 

The pupil teachers are taken chiefly from the junior and senior classes. The senior girls come one 
half day and the juniors the other half day. Each pupil teacher takes a class for two months— one month 
for the morning work and the next the afternoon. They have certain subjects for which they are response 
ble and which they must teach step by step, day after day. 

The Normal Department consists of one large room where the pupils study and have their general 
exercises and six small rooms. Five of these are recitation rooms, the other one is fitted up as a 
study room for the teachers. Here outlines and references to books and magazines which the teachers use 
in preparing their work, are placed on the Board. 

The hours are long for little children and in order to relieve them from too great mental and nervous 
strain we set aside a period every afternoon for some hand training. 

They sew and weave and do a great deal of raffia and reed work and their little faces show the plea* 
sure they take in this recreation work. In the spring and fall the pupils are given a recess. In the winter 
months they learn songs and play games and listen to stories, all of which is a part of the training of the 
pupil teachers. 

The object in establishing and maintaining this department at Carlisle is to furnish temporary sub- 1 
stitutes in the lower g.ades of our own school and to give the girls such training as will enable them to be 
more intelligent mothers or to take positions as assistants in other places where they will have charge of 
children. 

50 



The requirements for entrance into the normal room are a good moral character, a general knowledge 
of housework and a full share of time spent in the various girls' industrial departments of our school. The 
matron arid heads of these departments are always consulted before a girl is admitted as a pupil teacher. 

To guard against pupils spending time in this department who are not especially adapted to the work, 
the number of pupil teachers is limited to three in the morning and three in the afternoon. 

At present the majority are Alaskans who will not have to pass a Civil Service Examination in order 
to obtain a position among their own people and who seem to be especially fitted for the work. 

The interest of the individual and the school in general rather than the success of any department at 
the expense of all others is the ideal for which Carlisle is striving in this as well as in all other departments. 

Religious Calendar 



9:00 A. M. 
3:15 P. M. 



6:00 P. M. 



:00 P. M. 



:00 P. M. 



CATHOLIC 
Sunday 
Mass in town. 

Benediction in Y. M. C. A. hall. 

Monday 

Instruction for large boys in Y. M. C. A. 
hall. 
Tuesday 

Instruction for small boys in Small Boys' 
Quarters 
Wednesday 
Instruction for girls in Y. M. C: A. hall. 



PROTESTANT 

Sunday 

Sunday School at the different churches in 

town (f >r boys only). 
Services at the different churches in town. 
UNDENOMINATIONAL 

Sunday 

Sunday School in the Auditorium. 
Chapel Service in the Auditorium. 
Y. M. C. A. meeting in Y. M. C. A. hall. 
Y. W. C. A. meeting in Girls' Quarters. 
Note: — Attendance at the 9:00 A. M. and the 3:00 P. 
M. services on Sunday is compulsory, pupils as a rule 
selecting the service or church of their own or their 
parents' religion. 



9:00 A. M. 
11:00 A.M. 



9:00 A. M. 
3:15 A. M. 
7:00 P. M. 
7:00 P. M. 



51 



Synopsis o? the Course of Study 



FIRST GRADE 


SECOND GRADE 


THIRD GRADE 


FOURTH GRADE 


Language 

Oral 

Conversation 
Articulation 
Phonics 

Reading (words, sentences, using 
chart.blaekboard and typewritten 
lessons) 
Spelling 
Written 

Penmanship 

Exercises (on blackboard and in 
blank books) 


Language 

Oral 

Conversation 
Sentence 
Phonics 
Articulation 

Reading (easy first and second 
readers) 
Written 

i- xercises (board and blank book) 
Spelling (oral and written) 
Dictation 


Language 

Oral 

Conversation 
Reproduction 
Memory Gems 
Phonics 

Meaning and use of words 
Reading, Second reader and Sup- 
plementary work 
Written 

Exercises, Copybook: blackboard 
Spelling, dictation 


Language 

Oral 

Conversation 

Recitation 

Oral Reproduction 

Memory Gems 

Third Reader 

Spelling 

Language Lessons base on indus- 
tries 
Written 

Copy-book 

Composition, dictation 


History asd Literature 

History 

Stories of Primitive Peoples and Industrial lite 

Civics 

dome, School-room and Playground ethics 
Literature 

Stories adapted from Literature 

Memory Hems 

Holidays 


History and Literature 

History 

Invention and Inventors 

Stoiies of Indians in connection with geography 
National holidays and current events 

Civics 

Conduct, leading to civics 
Literature 

Stories selections and adaptations from masterpieces of literature 


Science 

Nature Study 

I'lant Life 
Animal Life 
Care of body 

(See "Outline of Course in Agriculture, 1907") 


Science 

Nature Study 

Plant Life Animal life 

Care of Body 

Forms of land and water 

(See "Outline of Course in Agriculture— 1907") 


Form and Number 

Form Study I Form Study 

(By folding, drawing and modeling) ! (By foMing . Rawing and study ob- 

Problems upon jects 

Area, bulk, time, weight, money | Numbers to 100 or beyond 

value, etc. Elementary operations. Tables, etc. 

Number Practical Problems 
Elementary operations. 10 and be- 
yond (See' Suggestioiis and I'racti- i 
cal Questions for the Different 
Grades, 1907") 


Form and Number 
Eorm Study 1 Form Study 

Folding, drawing and making Drawing and making 
Sloyd and shop work Simple geometric exercises 
Numbers Notation to 10,000 Numbers 
Operations Review long division 
Reviewing Multiplication. Short | Partition 

Division. Simple fractional 1 Statements and Proofs 
expressions. Statements 
(See "Suggestions and Practical 
Questions for the Different 
Grades l!l(17") 



Synopsis of the Gourse of Study —continued 



FIFTH i,k \ I'F 



Language 

Oral 

Topical Recitation 
Correct English 

Reading Third and b'ourtl) Readers 

and Supplementary work 
Memory Gems 
Spelling and Phonics 
Language Lessons 
Written 

Penmanship 

Composition on Industries and 
Home and School Life. 
History and Litkkatuke 
History 

Stories of discovery and coloniza- 

Oral Study of Institutions 
Literature 

Literature and reading 
Science 
Nature Study and Agriculture 

Plant life 

Animal life 

Hygiene 

Geography 

(See"Outline of Course in Agri 
culture- 1907 ) 

Form and Number 
Form Study 

Drawing and making; simple geo 
metric problems 
Number 

Begin Common and Decimal frac 
tions 

Begin Measurements 

(See "Suggestions and Practi 

cal questions for the Differem 

Grades-J907") 



SIX TH < I KAItl-: 



Language 

Oral 

Recitation 
Reproduction 

Reading. Fourth reader and Supple- 
mentary 

Use of Library 

Language Lessons 
Wr tten 

Composition 

Written Recitation 

Dictation 
History and Literature 

Colonial Growth and Independence 
Civics 

Duties of the American Citizen 
Literature 

Study of Masterpieces, 
Memory gems, etc. 

Science 
Nature Study and Agriculture 
Physiology and Hygiene 
Geography and Phenomena of 
Nature 

Form and Number 
Form Study 

Drawing and making: simple geo> 
metric problems in connection 
with numbers 
Measurements 

Carpeting floors, building etc. 



Departmental Work 

Regular grade work ends with the first half of 
the seventh grade. By means of special departments 
iu (1) the Science of Agriculture, (2) English, (3) Ma- 
thematics, (4) Geography and Physiology, (5) History 
and Orthography, those pupils who have proved their 
special fitness are enabled to complete the remainder 
of the Academic Course which has been recently out- 
lined with the special object in view of preparing the 
pupil for "Life". While this plan results in economy 
of time and energy as well as in better teaching, the 
teacher still has the care in general of one particular 
class, and while it is doubtless true that in this as in 
any other plan, obstacles are encountered, still it is 
also true that wherever faithfully tried has proved a 
success, and its principal opponents are those who 
have never tried it. 



Language 



We have three distinct groups of pupils, who enter Carlisle every year: 

1. Those unable to speak or understand English. 

2. Those who can speak English but have never been to school and can't read. 

3. Pupils who hare so-called "school English" and can read, but having such a limited ex- 

perience that many words are meaningless. 

4. Pupils who have attended school elsewhere and fit right in with our grades. 

Our work in the first four gardes is to give the pupil a good working vocabulary and by objects, 
pictures, actual contact and so-called "action lessons" the context of the words are impressed upon them so 
that what they read is really being assimilated. The work in these four grades is chiefly oral. Their daily 
work and everything that enters into their environment here and at home are topics of conversation. 
Pupils build these thoughts into short sentences which they learn to read and write. 

Much attention is paid to Phonics in all the grades but especially in the lower grades. We have 
worked out a system of our own which is a combination of the Pollard and Fundenburg methods — adapted 
to our needs. The vowel and consonant sounds are taught chiefly by lists of words and phonograms. In 
grades 1 to 4 charts made by rubber stamps are used. In all the rooms black board drills are necessary on 
the most difficult sounds new to our students. The use of the dictionary and diacritical marks begins in 
the 5 th grade. 

From the 4th grade to the 10th the need for this objective language work is lessened. 



51 



(irammar is inti'oduced in the 5th grade. The parts ot speech taught. Phrases and clauses are 
gradually used, always in sentences which illustrate objectively. Pupils who finish the 7tb grade have a 
clear idea of the reasons for some of the simple forms of speech. Much drill is necessary on verb forms 
and English id oms. 

Our written language work consists of dictation exercises, descriptions, letter writing and composi- 
tion. Boys and girls are frequently divided in their composition work — the boys taking some shop industry 
and the girls some subject in housekeeping or domestic science. All written work is preceded by observa- 
tion and oral development lessons under the teacher's direction. 

All writtten work is based on some other subject of study and related to it — usually nature study, 
agriculture, the industries, or a summing up of history and geography. 

Arithmetic 

Form study and numbers are taught side by side. The foundation for arithmetic is laid in the first 
four grades. Here each new step is made by the use of objects. Actual measures of common things are 
seen and handled by all pupils. The five fundamental operations— addition, subtraction, multiplication, 
division and partition are taught objectively. Measures of distance, area, weight, time and bulk are made 
the basis of the simple problems introduced to apply in a practical way the successive processes learned. 
The use of the ruler, liquid and dry measure is begun in the first grade to make the student a more intelli- 
gent worker. Much drill work is necessary in learning the tables and for accuracy and rapidity in all these 
•elementary processes. 

Fractions are introduced in the 5th geade. Denominate numbers in the 6th, simple interest in the 
7th grade. Original problems are required frequently and the written work is based entirely on the com" 

55 



mon measures and actual processes of the various industrial departments of the school. A list of 200 prob" 
lems, printed a few years ago, was compi'ed by a committee of teache s from data gathered in all the school 
departments. This is constantly being added t > by the teachers of each room, and applied to their own woik. 
Special effort is made to deal always with things and life processes — not mere words and rules. An indus- 
trial school like Carlisle is rich in materia, and opportunity for concrete work in this subject. 

The pupil's work causes hiin to realize the necessity for arithmetic and furnishes the point of contact 
readily. 

All students learn to write simple bills aud receipts and to trade farm produce for ai tides bought at 
the stoie. Many of our students leave Carlisle at the end of the 7th grade. We aim, therefore to give each 
student who finishes the 7th grade such practical knowledge of Arithmetic that he is able to keep bis own 
accounts, put out money at interest, compute correctly a sale of live stock or farm products; carpet his 
floors and paint his house, and all other simple business propositions incident to a small family living in 
the country. 

Elementary Science 

Nature Study. —The Indian knows nature well but he needs to know how to express his knowledge 
and turn it to some practical use, 

Nature study furnishes the subject for most of our reading and language material in the lower grades-, 
The plant and animal life of the locality is studied. Pupils are led from that to some of the important pro- 
ducts of their own home sections. We aim to cultivate close observation, accurate expression and to give 
pupils a good foundation for later work in geography and agriculture, 



56 



Geography. — "We begin with local environment. Many field excursions bring out the forms of land 

and water and work of water on the soil. The 5th and 6th grades take up the study of United States geo- 
graphy and a brief notice of North and South America. Particular attention is paid to the student's home 
section and home state. We have pupils -from every section of our country except the south and southeast. 
This makes the work very interesting to the class as a whole. The students from the north and west can 
tell from actual experience some facts about their own country. 

The 7th grade takes up in a very brief study the continents of Europe, Asia and Africa and reviews 
the geography of the United States. The chief fact brought out in the study of these continents is the po- 
sition with reference to the United States; the dimate, people, chief industries and articles of trade and a 
few of th j most noted cities. We aim to simply give the pupil a glimpse of the great world outside his re- 
servation so that he Can read the newspaper with some degree of interest and intelligence. By comparing 
our country with others he learns to appreciate and love his own United States. 

Physiology and Hygiene 

In the lower grades the work is chiefly oral; talks by the teachers on the care of the body, the neces- 
sity of keeping clean and taking exercLe, etc. In the upper grades a brief study is made of the organs of 
the body with a view to a better understanding of the great care needed to keep these organs in proper 
working order. By simple experiments and practical demonstrations the student is taught the value and ne- 
cessity of proper ventilation and pure air, cleanliness of person, house and surroundings, good food and 
proper exercise. 

In the upper grades emphasis is placed on such topics as the care of the sick, simple home remedies, 
first aid to the injured and nature and measures of pievention of some of the diseases to which Indians are 



57 



especially susceptible. The resident doctor and nurse give us valuable assistance! The training which 
many of our girls receive at our hospital serves to make this work more practical. 



/Igriculture 

Our nature study in the lower grades is really a phase of the study of agriculture and prepares the 
pupil to understand the relation of moisture to soil. By simple experiments in window boxes and on the 
school farm and garden they learn how and when to plant seeds, and watch with interest the germination 
and growth of these seeds into plants. Our small boys plant the onions and other garden crops, pull the 
weeds, and help to cultivate the crops and harvest them. Each student spends from two to four summers 
in the country on a small farm. They work with the farmer and get a more practical knowledge than any 
school course can give them in all the details of work on a small farm. We endeavor, however, to supple- 
ment this work and to make more intelligent workers by taking up the farmer's work of each season in the 
school rooms. In addition a Course in Agriculture extends through all the grades. 

Equipment 

Connected with the school are two farms of 285 acres which are adapted to the cultivation of farm 
crops, vegetables, fruits etc. One adjacent to the campus, is annually planted to garden vegetables, pota- 
toes, forage crops, etc. On it is, also, a young orchard of peaches, pear, cherry and apple with brush and 
bramble fruits included. The other farm is used for farm crops proper. Corn, wheat, timothy, clover, al- 
falfa, oats and millet are grown as required by the rotations practiced. All work is performed by student 
labor. 

A dairy of about 90 cows furnishes milk for the school and is used for practical demonstration work; 
It is equipped with a Sharpies' Tubular Separator, Box churn operated by a gasoline engine, Babcoek Test, 



silo, feed cutter, etc. The herd contains good individual cows of the Jersey, Guernsey, Holstein-Fresian 
and Durham breeds and a fine registered Jersey bull, thus affording excellent means for the study of breeds 
and stock judging. 

A piggery, 120 feet in length, well lighted, ventilated and provided with sanitary equipments, is in 
use. Pens are provided for breeding purposes, brood sows, and for fattening hogs, affording excellent op- 
portunity to study breeding, care and management of swine. 

The poultry department is equipped with three hen houses provided with scratching floors, nests, etc., 
and a brooder house with incubator room and three incubators. All equipment is new and of the latest plan 
and type. The flock at present consists of 1,200 birds. 

The school is provided with a green house in which are grown plants for beautifying the campus and 
in which the students have an excellent opportunity to study plant propagation. All work in the dairy, pig- 
gery, poultry-yard and greenhouse is performed by the students directed by the employee in charge. 

Steps have been taken to establish a museum in which specimens ©£ agricultural products, including 
farm crops, garden crops, wool from the different breeds of sheep, insects, both beneficial and injurious, 
showing life history will be exhibited. Samples of different commercial fertilizers, grains, seeds, feeds, etc., 
will also be given space. Ears of corn, heads of wheat, etc., showing desirable and undesirable types will 
be given special prominence. Samples of the products of different reservations will be obtained. 

Purpose— The purpose of the coarse is to create a desire for knowledge at first hand, to inspire self 
confidence and to instil in the Indian mind the immense and practical importance of agricultural pursuits. 
By use of simple experiments in the class room and laboratory, by frequent visits to farm, garden, dairy, 



poultry yard, and greenhouge, as well as by actual work done in these departments, it is hoped that the 
course will prove helpful, practical and beneficial to teacher and pupil alike. The special needs of the In- 
dian on the different reservations have also been provided for. 

Reading and Literature 

Reading and language are taught together in the lower grades. Lessons that relate to the life of the 
pupil at school and at their homes are composed by teacher and pupil. These lessons are written on the 
blackboard, copied in the tablets and sometimes printed at the school printery. Much of the leading is cor- 
related with shop work, nature study and other subjects. 

Much drill is necessary in distinct enuneia ion and articulation. A period a day is devoted to this 
work. The lessons are thoroughly developed and the pupil is led to understand the subject before he ex- 
presses his thought in oral reading. The Indian has many great diffieu ties in manner and speech to over 
come and the teacher inu&t study the needs of the individuals ani work out special de\ices to help him. In 
the upper grades a systematic course in English and American classics is followed. Public speaking and 
rhetoiical exercises are encouraged as incentives to reading and distinct speaking. 

The teachers encourage the use of library and an effort is made to have the pupil acquire a taste for 
good literature so that he will possess some books and magazines in his own home. 

History 

The history of the first four grades consists chiefly of stories told by the teacher about noted men, both 
Indians and white men. The holidays form the nucleus of much instruction in American history. The first 
books used by the pupils are biographical in style. In grades 5, 6 and 7 text books are used for study and 



60 



topical recitation in the most important events are expected from the pupils. The work is correlated with 
geography and literature. An effort is made through the lessons of patriotism, the growth of freedom and 
progress of civilization to instil aloveof country and its government into the Indian youth. The future wel- 
fare of ihe Indian demanding that be meet the changed conditions with open mind. He can become a part 
of this great country only as he becomes a self supporting man and is willing to serve his fellows. A special 
effort is being made to correlate this subject with Indian History. 

Givics 

The junior class (grade 9) takes up the study of Civics. The course is very elementary and largely 
determined by the needs of the pupils and their peculiar relation to ihe government. Forms of government 
are trace.1 beginning with the patriarchal form as found in the Indian tribal life. Necessity of community 
govt rnment for mutual comfort, protection and advancement. Necessity for laws and officers to enforce the 
same. Town and county government taught thoroughly. The reservation and its relation to the govern- 
ment and also to the individual Indian. 

The rights, privileges and duties of citizens are emphasized in all upper grade rooms but especially 
formulited here. 

Much time is given to the great work done by the departments of our government, especially the Inte- 
rior Department. The various measures for the development of the resources of our country such as farm- 
ing, irrigation, forestry, stock raising, good roads and education. 

Music 

Music at Carlisle plays no small part in the life and happiness of the boys and girls. It is so univer- 
sal that it invades almost all social and religious functions, athletics, and military exercises. 



Gl 



Music is to-day considered one of the leading professions and ranks high as an art. While it is not the 
aim and purpose at Carlisle to train boys and girls solely for the profession or to makeartists of them, why 
should ir. be discouraged in cases which show marked talent? The pupil does not only get the training in 
music, but this linked to the trade or other work taken up by the student, ceitaiuly better prepares such an 
one to meet the problems of life ami earn a livelihood. 

The musical influence has a tendency to develop the finer qualities in the natures of the students, and 
this means much to the Indian. 

The U. 8. Carlisle Indian Band, has an international reputation, its services not only being sought 
for the great events in this country such as the Columbian Exposition, Pan-American Exposition, National 
and Siate Inaugural exercises and other important aff urs, but in Europe also, negotiations having been en- 
tered into for the band to appear at the Paris Exposition. 

Last summer for the first time it played an engagement at the famous and fashionable ocean resort at 
L >ng Branch, N. J., being engaged by the City to give two free concerts daily to the public. So well pleased 
w>-re the City authorities with the services of the band that it was engaged for this year at a price far in ad- 
vance of the compensation of last season 

The boys are paid for these services in proportion to what they would earn if they went to work, un- 
der the outing system, besides having advantage of a good time and a healthful outing, including plenty of 
good salt air and an ocean dip twice a day. Tnese are practical experiences whi h place these boys in a posi- 
tion to compete with their white broth iv in a music il way, also giving them many social advantages. In con- 
junci.ion wit h the band there is an orchestra which plays for the school entertainments and Sunday services. 

TIih vocal department which includes the class work and singing exercises, where all are taught the 
rudiments of music. Each class meets twice a week for this purpose and songs are taught which are sung by 

(i'2 



the entire school at the monthly school entertainments, with special musical services for Christmas, Easter 
and other holidays. 

Gi, Is" choruses and boys' quartets and choruses which sing- at the Y. W. G A and Y. M. C. A. 
meetings and <<n the different society programs, all add variety and pleasure to the students' life. Private 
instruction on piano and violin is also giv^n to those who show talent on these instruments. Our aim is 
practical, to give them enough training so that th^y way ho able to play for religious services and little enter- 
tainments when they return home. 

Athletics 

Recognizing that all students, and especially Indian students who are used to an out-of-door life, and 
are kept in-doors in school and in the shops a large part of the aay, need plenty of out door exercise and t r, 
creation, the authorities of the Carlisle School have encouraged athletic sports. Representative teams are 
equipped and maintained in the various branches ol college sport, which compete with representatives of other 
educational institutions, including our largest universities and colleges, and the receipts from these contests, 
contrary to the general rule, provide funds, which through economic management, not only make athletics 
at the school self-supporting, but also have made if possible to provide a well equipped athletic field, a play 
ground, training quarters and other permanent improvements which benefit the school in other ways than in 
athletics, and this is done without charging the students and employes any admission to the contests which 
are held at home. 

Athletic sports are probably more generally participated in by the students at Carlisle than any other 
educational institution in the country. All the shops have their athletic teams, the various classes compete 
against each other, and the small boys organize junior teams, while the girls play basket ball, tennis and 

r>3 



croquet. During pleasant weather at recreation periods, practically the whole student body can be seen on 

the athletic field, the play grounds or the parade, engaging in some form of athletic sport and obtaining be- 
neficial recreation and fresh air. 

A large, well equipped gymnasium, in charge of a competent gymnastic instructor provides oppor- 
tunity for systematic exercise and physical training during the winter months, txcept when the small body 
of water adjaoent to the school grounds is frozen over, when students spend their spaie time skating on 
the ice. In addition to the gymnasium instructor who has charge of indoor exercise, the Athletic Atsot- i- 
ation employs an Athletic Director having wide university experience to supervise, manage and give in- 
struction in out-door athletics. Thus 1he physical and athletic training of Hie students is so supeivised 
and directed by competent heads, including the school physician, that they all derive all possible benefit 
therefrom without danger of over-doing or injuring themselves. 

While athletics are encouraged and the school is justly proud of the records for ability and sports- 
manship her athletic teams have made, yet it is understood and recognized by students and employes that 
athletics must at all times be considered secondary, and not interfere with the educational and industrial 
work of che school, and only such time is devoted to practice and training as is allowed the student general- 
ly for_recreation . 

Physical Gulturc at Carlisle 

Physical culture preserves and promotes the health of our pupils, it builds up the body by means of 
aalacted exercises in free, li *ht and heavy gymnastics and various indoor games. 



04 



No one system of gymnastics is adhered to, hut whatever is thought best in the Swedish, German 
and American systems is vised. The daily work for both boys and girls consists of free gymnastics, light and 
heavy gymnastics and gymnastic' games. addition to this the boys nre given military drills in marching, 
manual of arms, setting up exercises, an J calesthenic drills, using the carbine instead ©f the wands. 
Basketball, the popular indoor game enjoyed in all gymnasiums, is freely indulged in by both sexes, large 
and small. Boxing, wrestling, bag-punching, hand-ball, pass-ball and running are also t opu'ar and health 
ful pastimes for boys. 

Free gymnastics in the fundamental positions of the feet, legs, arms, trunk and head, used singly 
and in combination, and light gymnastics in primary and advanced movements with wands, dumbbells, and 
Indian clubs are used. Heavy gymnastics in graded movements and combinations on the climbing pole, 
and ropes, horizontal ladder, traveling ring, flying rings, trapeze, vaulting bars, horses, buck, horizontal 
bar, parallel bars and mat work is also taken. 

In two buildings adjacent to the gymnasium six pairs of bowling alleys have recently been construct 
ed and equipped in "up-to-date" methods by the Brunswick-Balke-Collender Company with funds of the 
Athletic Association. This reputable recreation and healthful pastime is a valuable addition to the pleasure 
and general welfare of our pupils. 

Library 

Library now contains 2400 volumes. This is a well selected library for its size, including works in 
all classes suitable for school use. The International Encyclopedia, ed. 1903-4. brings reference work nearly 
up to date. This can be supplemented by current magazines and bound each year for immediate use. Na- 
ture Library of 10 v. published by Doubleday; Lydekker's Natural History, 5 v.; Warner's Best Literature 



65 



30 v.; Modern Eloquence, 15 v., are of great value to teachers in their school work. Especial attention is 
paid agriculture and kindred topics. A few standard works on this subject are supplemented by a generous 
collection of pamphlets, publications of the United States and Pennsylvania Agricultural Departments as 
well as some from other sources. 

Library is open each day (except Sunday) from 8 A. M. to 5 P.M. except noon hours, and from May 
1 to October 1 for two hours in the evening. All students are welcome for purpose of reading current peri^ 
odicals or consulting reference works whenever they have time away from their school or industrial duties. 
Many books are read by students in connection with their school and society work. Books are borrowed 
for two weeks; current periodicals and pamphlets for seven days. 

From July 1, 1905 to June 30, 1906:- 
Number of students visiting Library for reference work or to read magazines - - * 7,323 
Circulation of books, - ' * - - ' * ... 6,775 v. 

Of these: History and travel 816 v. 



Fiction is a large proportion of the circulation here as elsewhere, but it by no means indicates light 
reading. The Library is not equipped with up-to-date novels. We class as "fiction" books by Miss Alcott, 
Susan Coolidge, Mrs. Whitney, Kirk Munroe, Stoddard Henty, arid others whose works are especially adapted 
to the school age, although the Library does contain sets of standard novels as Cooper, Scott and Dickens, 

With experience and observation elsewhere we can report the work of students here as profitable to 
themselves and worthy of praise. 



Biography 
Fiction 
Magazines and Pamphlets 



423 " 
1624 " 
1497 " 



Comparisons 



The popularity of the Carlisle School and her advantages is manifested in the fact that parents send 
their children here voluntarily, no need to send out agents for them. In fact, the management has been 
compelled to refuse a number of applications during the past year. A party of students came to Carlisle during 
the year selecting this school from among all the rest, whose tribe never before would allow any of its child- 
ren to be educated. 

The equipment for the training we have described in this Bulletin, can be improved, but is such as to 
enable us to carry out what we claim. In this respect superior to Reservation schools — Our practical train- 
ing in trades and household duties are pre-eminently superior as is shown by the fact that we can call upon 
one third of our girls at any time, who will be able to bake bread, cook meals, and laundry shirts and collars, 
whilst at many Reservation schools, none can be found who can do this, and no equipment to train them. 

Our environment is in our favor. The people of the East are religiously and devotedly interested in 
the Indians' welfare, as over against the prejudice of many of the people of the West, who still hold to the 
idea that the "Only good Indian is a dead one." The patrons and neighbors of the Carlisle School are pa- 
tient, painstaking, earnest, interested and devoted to the best interests of the Indian Race, hence there are 
as high as 1400 applications for less than half that number of available children for the "Outing" annually. 

Our location is near the Government offices at Washington, from whence Inspectors may be sent into 
our midst without a moment's warning and there is no opportunity to be put on dress parade for an inspec- 
tion even by the Honorable Commissioner himself, thus giving the office direct supervision and close range 
with the direction of our school. 

Whilst we believe that the Reservation and Mission School is doing for the Indian what they can, we 

67 



believe that we are in a position to do work other than theirs, and can follow up their effort with the superior 
training which produces such excellent and practical results. 

We can scarcely, however, be justly compared to such institutes as Hampton and Tuskegee — because 
these school* are free from all departmental care of the Governmeut. They are supported by wealthy phi- 
lanthropic citizens, who give the admiuistration free and unlimited authority co develop their ideas. 

They are free from Civil Service appointments, and consequently from departmental salaries. They 
select the best that their ade t uate salaries can procure, and are able to secure specialists in each department 
With about the same number of pupils we find that the average age is much higher at Hampton than Car- 
lisle — 17 years is the minimum; habits and character are very largely formed and purpose fixed. They are 
selected on examination for good morals. They are pay students, part pay is by service. The corps of in- 
structors aside from being well trained and specialists, are twice as large in numbers as we are here. The 
class of people they have to deal with have had centuries of training in practical life and the English lan- 
guage. 

The Indian has never known anything about work, the simplest form of service sufficing for his im- 
mediate wants. He must be trained in the rudiments of the English language. At Carlisle we have been 
admitting children in many cases under ten years of age. Habits of life and character are not formed, and 
part of our duty is to lead them in ihis important development. Hence results of as high an order as are 
found at Hampton cannot be attained. We have been receiving all classes, runaways, unpromising subjects 
from reservations and other cia&ses, these often form the class known as "Carlisle failures", even though 
they spend only a few yeai-s with us and never graduate. 

The Government provides everything and independence as wage earners and breadwinners can only 
be taught by admonition and through the Outing. 



08 



Our employees frequently have had no training in Indian service, and must experiment for a year or 
more before they become efficient. 

This is the first generation of Indians who are attempting manual labor. He is rese.ved, slow to 
move and speak, consequently much time is consumed in teaching him the English language. 

Yet whilst we cannot measure up to the better equipped institutions, we can show results, whir-h 
compare not only favorably, but when conditions are considered surpass the efforts in these more highly 
favored institutions. 

Our work is oppn for inspection at any time, and we feel that if fairly investigated it will be discover- 
ed uhat the so-called "failures" are the exceptions, and not the rule. 

The Department of Native Irt 

This department under the new idea of pieserving Indian art was started in February, 1906. 

The plan is to encourage the Indian to use the conventional designing that is the characteristic art of 
his race. 

The day of the ornamental buckskin is past and the tribes that made baskets and pottery find little 
time as they take up the commercial strife of the white race, to keep up their native industries. About 
the only way to perpetuate the use of Indian designs is to apply them on modern articles of use and orna- 
ment that the young [ndian is taught to make. In the class they are asked to make designs for rugs, frieee 
for wall decoration, borders for printing, designs for embroidery of all kinds. We have just started to apply 
our designs on bass-wood articles in color or with the pyrographic needle. 

We decorate skins for wall hangings or for sofa cushion covers. We also use our designs for more 



69 



scri ms work. Oar chief aim along this method of designing is to work them out in rugs. We are using 
both the Navajo and the Persian methods of weaving. The Persian method allows them more freedom to 
carry oat their intricate designs 

The work is slowly but steadily inciea-ing in both interest and importance. 

Loyalty of Students and Ex-studcnts 

No other school in the Iudiau Service can luusttr such a band of loyal students and ex-students as 
can Carlisle. 

No doubt age and special opportunities as regard < environments have been potent factors in the de- 
velopment of this loyal band, but the additional fact that the schooi has reached its present position after 
yeard of sacrifice and toil on the part of its employees, aided in their labors by special J elp and facilities 
granted by the Indian Office, has also left its imprint on the minds and hearts of these students. 

The greatest advantage however that the school possesses is to be found in the special opportunities 
afforded for carrying out Commissioner Leupp's idea in regard to the "Outing System." 

A better class of people, both from an industrial and moral standpoint, than that with which the Car- 
lisle outing students make their homes cannot be found anywhere, and it is safe to say that to these same 
people is largely due the credit for the loyalty which is everywhere manifest on the part of students and ex- 
students. 

These students and ex-students (many of the latter class are now sending their children 10 Carlisle) 
realize that the school, in bringing chem in close contact with the everyday life of these people, has thereby 
laid the foundation and provided the opportunity for a noble and useful life 



70 



The Outing System 



As many of our pupils as can be spared from the work of the school are placed in families in April, 
from the lower grades. Others from the medium grades in May, and the most advanc. d when our academ- 
ic sessions close the middle or end of June. 

Those in the higher grades return to the school the first of September, unless arrangements are made 
for some to remain out and attend schools equal to our junior and senior grades. Some of these in the 
lower grades remain out during the winier and attend school with white children. 

The first summer of the school we placed 19 pupils in families. The s. cond year 104 of which 23 re- 
mained out to attend school during the winter. The number increased until we have had 893 who had outing 
privileges during a year, with about 400 in the public schools of the country, the pupils receive such 
wages as are paid for like services in the locality where they are placed. 

The earnings are theirs. From them they pay their railroad fare and buy what clothing they need 
in addition to the fitting out they get when starting out, but they are required to deposit one-half of their 
earnings at the school, to remain to their . redit unul they sever their connection with the school. 

A thorough and careful system of investigation determines the desirabil ty of each family 
before arrangments are made for placing the pupils and monthly reports are received from each patron, 
giving health, conduct, ability, habits and also a statement of finances. Their earning amount to from 
$21,000 to $27,000 a year. 

It is in these families that the Indian girls get their instruction in housework and especially in cook- 
ing, and a large number come back to the school with a better knowledge of cooking than can be obtained 
at the best cooking schools. 



71 



It is in these families that the Indian boys get their instruction in farming, in the care of stock and 
iu all things relating to a well regulated farm. 

We receive more than twice as many applications for pupils as we can supply each year. 

Outing Rules 

To Govern Carlisle Indian Students and our Patrons 

Pupils are placed in families to learn English and the customs of civilized life. 

1. Pupils must attend church and Sabbath School regularly. Pupils of a certain denomination are placed with 
patrons of the same denomination when practicable. When Catholic pupils are placed with non-Catholic patrons we 
are first assured that a Catholic church is accessible. Non-Catholic patrons will in no way intei fe r e with or forbid the at- 
tendance of Catholic pupils at the customary services of their church, such as Mass, Vespers and Sunday School. 
Patrons will adopt such measures and exercise such judicious authority as is necessary to facilitate the practice, by 
pupils, of their religion according to the tenets of their church. Failure by patrons to comply with these require- 
ments, or attempts to proselyte will be deemed sufficient cause to justify the recall of pupils. 

2. Absence without permission of patrons is not allowed, *>nd being out evenings or away on social excursions 
Sundays, should be discouraged. Pupils should not go to Philadelphia nor to public parks unless accompanied by a 
member of the family or other responsible person. 

3. Patrons or others must not hire pupils, nor are pupils to exchange places unless authorized by us. 

4. Except when authorized pupils are not to return or be returned to the school before their outing agreement 
expires. 

5 The use of tobacco and spiritious liquors in any form is forbidden. This and any other off>nce against good 
habits, the patrons must report at the time. 

6. When out for the winter pupils must attend school at least 100 days continuously, beginning not later than 
November 1, working out of school hours for their board, care and washing, unless otherwise agreed upon. Pupils 



72 



are not to be kept out of school half days or detained in the mornings but they must be punctual and regular in their 
attendance and must study at home if necessary when their chores are done. 

7. Pupils must bathe at least once a week. 

8. It is the aim to send pupils out with a full equipment of clothing. Patrons will see that pupils take proper 
care of the same, and especially of their best uniform suits, dresses and other clothing, both as a matter of training and 
so that requests for additional clothing may be avoided during the period out 

9. Monthly reports must show any violation of these rules, be fully, accurately and truthfully made out, signed 
by patrons and pupils and sent to the school the last day of each month. Pupil's home letters, in all cases, must ac- 
company the reports. 

10. Patrons must not give pupils more than one half their earnings, and should encourage them to save more 
than the required one half. If they spend one half while they are earning they have none to spend during school at- 
tendance, as one half must remain on the books of the school until their period of enrollment has expired. Pupils must 
give patrons receipts for all money given them, patrons to send such receipts to the school with each monthly report. 
The school will supply blank receipts, instead of request papers. 

11. A record of all money transactions is kept at the school, and if patrons allow pupils to spend more than one- 
half their earnings, the excess cannot be counted as part pay, but will be the patrons' loss. 

12. Patrons are to pay one half the cost of railroad t ickets, the other half, the pupil pays, and is to be counted as ex- 
penditure in calculating the one half allowance, and no money should be given pupils until the tickets are paid for. 
Pupils are well fitted out on leaving the school and will not need money the first month. Pupils on reaching their 
country homes, will at once give their return tickets to patrons, who will forward them to the school promptly. 

Patrons and pupils should carefully read these rules. We will not place pupils nor continue relations with pat 
rons who will not in good faith subscribe to, and comply with their requirements. 

These rules cancel all previous ones. 
December 8, 1907. 

Wi A. Mercer, 

Major 11th Cavalry, Superintendent. 



73 



I will obey the above 

, Pupil. 

Carlisle, Pa. 190 



I will comply and enforce the above 
, Patron 



190 



NOTE: Three copies of this will be signed by all parties concerned, one copy to remain on file in the Superin- 
tendent's office, one to go to patron, one to pupil. 

INDIAN INDUSTEIAL SCHOOL, Carlisle, Pa. 190 . 

Our object in placing pupils in families is to educate them in English and the customs and industries of civilized 



We send out a number of the least advanced pupils April 1st; more advanced ones the 1st of May; the most ex- 
perienced the middle of June. The latter return to the school September 1st; others September 15th, unless they are to 
remain during the winter. 

Pupils remaining out over winter must attend school at least 100 days continuously, and their labor out of school 
hours must pay their keep. 

They are paid as other persons according to ability. Wages can be arranged after two weeks' trial, but are to 
commence when punil is received, and should be advanced as deserved. 1 must be kept informed of the wages fixed 
upon and any changes thereafter. 



life. 



W. A. Mercer, 

Major and Superintendent. 



Tear off this and return it to me. 



1. 
2. 
3, 



Please answer the following questions. 

Who are your references? 

Who compose your family? 

What other employees do you keep? 



74 



4. Are you or any of your family profane or users of tobacco or liquor as a beverage? 

5. Wbat religious services does your family attend, and would the pupil have the same privilege? 

6. What will be the nature of work? 

7. What wages do you expect to give? 

Signature, 

P. 0. 

Date 

Department op the Interior 
United States Indian Service 

Carlisle, Pa. 190 . 

Dear Friend: — Please oblige me by giving information asked below, and return this paper to me in the enclos- 
ed envelope. Any information you will give will be treated confidentially. 
Are you acquainted with of ? 

Is whiskey, tobacco or profanity used in the family? Are they persons of good habits? What kind of help do 
they employ? Are they kind to employees? Do they pay promptly. Who compose the family? Of what Religious 
Society are they members? 

Very truly yours, 

W. A. Mercer, 

Major and Superintendent. 

School Government 

BOYS — The government of the school is military only so far as is necessary for caring for large 
numbers, and as is believed to be beneficial in character building. The girls are divided into four troops 
according to size — the small boys are likewise arranged in troops of several platoons. The body of the 



75 



military organization, however, is of the large boys and consists of five troops of dismounted cavalry and a 
band of forty members. The troops are officered by cadets who usually are promoted through the grade of 
non-commissioned officers to second or first lieutenant and later to captain, which is the highest grade a 
cadet may attain. The Regimental staff officers are employees of the rank of captain or above, as will be 
seen by consulting the roster. 

Drills of the squadrons and regiment are occasionally held but the greater number of drills are in 
troop formation with cadet officers in command and the disciplinarian or other staff officer present to su- 
pervise the work in the field, helping both the officers and the troops. The national blue uniform with the 
cavalry yellow stripes, chevrons, shoulder straps, trimmings, etc., make a very pretty eff ct. The old 
cavalry carbine is used anri the officers earn sabers. The regiment as an organization has been present at 
three presidential inaugurals, each succeeding time showing marked improvement over former appearances* 
They have also marched in the parade dedicating the newcapitolof Pennsylvania, the inauguration of Penn- 
sylvania's governor and other military parades in the east. Wherever seen the regiment has received flat- 
tering comments from all, including the Presidents themselves. 

The promotion from the ranks cause the ambitious to put foith an effort to outstrip his fellows. 
The responsibilities together with the close supervision given cadet officers makes it possible for each to be- 
come skillful, not only iu handling of a military body, but wherever large numbers must be cared for. It 
is a fact too well known to need discussion that the military work forms the habit of graceful and good car- 
riage, attention to details, respect for superiors, obedience, and we believe it makes for all around manliness. 
Some boys who have served well here have gone into the army and navy and have reached places of trust 
and honor in comparatively short time. The regular life of the school is conducive to proper habits after 
school days are past. Reference to the "Routine of the Day" will show how full the days are. 

It is the constant endeavor of the Disciplinarian and matrons to teach by kindness, example and firm- 



76 



iiess that right conduct and right living are the only ways of growing into useful men and women. Cer- 
tain rules must be made for the government of so largo a number of young people, but the thought is always 
presented to the pupils that the rules are nut to deprive them of either pleasures or benefits but are in reality 
mile posts which point out the way which has been found best for boys and girls to follow. The great rule 
"Do Right" is the corner stone of all rules and orders. T^e punithments are reprimands, deprival of pri- 
vileges, confinement, extra duty, and confinement in the guard house for serious offenses. 

The Saturday evening sociable, entertainments, etc., give ampie opportunity for training in the art of 
kind consideration for others. 

Either three or four pupils occupy a room. So far ar possible all occupants of a room are from dif- 
ferent tribes, thus it mav ocuur that a Penobscot from Maine, an Alaskan, and a Yuma from Arizona are liv- 
ing in one room. They relate their experiences and all profit thereby. This in brief is the statement of a 
few facts which we hope will give a general idea, not so much of the rules and regulations of the school, as 
to give an idea of the principles which guide us in all our school management, and to give the general feel- 
ing of good fellowship which must exist throughout an institution if it is to receive the best results of its 
work as we believe Carlisle does. 

GIRLS — There are at present three hundred and eighty-eight girls enrolled at Carlisle. Of this number 
two hundred sixty-two are now at the School, the others being in the country, 

One of the most pleasant features of a girl's life at Carlisle is the homelike manner in which she lives. 
There are no dormitories ; rooms for three or four girls being considered more sanitary as well as more cheer- 
ful and homelike. 

From the time a girl enters the school, she is taught to make her own bed and keep her own room in 
order. An orderly for each room is appointed by the matron. It is the duty of this orderly to see that the 



77 



room is swept, aired and dusted every morning, and that the wash bowl, pitcher, wash stand, etc. , are in good 
order. These orderlies are changed every month to give each girl practice in this work. Every Saturday 
morning each room is given a through cleaning. The girls take great pride in their rooms, each trying to 
outdo the other in general appearance. 

The Girl's Building is a three story structure. The small girls, about forty in number, are kept on 
the first floor. At one end of their hall is a large play-room to which they have ac-ess at all times. The 
tiniest girls are in the care of older girls who help the matrons to train the little ones in the care of their room, 
bed clothing, etc. This work is the very best of training for the older girls, especially for those who expect 
to take up matron's work when they leave school. In the training of a girl for work in her own home it is 
invaluable. It id here that the girl learns from actual experience tbe c+re that is necessary regarding the 
bathing of children, the care of their teeth, the nec-ss ty of regularity in sleepinsr, eating, exercise, etc., and 
here, to.», she sees how children imitate those who are older, — hence the necessity of e.are on the part of the 
mother in regard to the kind of example she se s her children and watchfulness in the choice of compan- 
ions. 

The discipline of the girls is firm, but kindly. Just as in a well regulated home, the daughter does 
not go away without the consent of her mother, so here the girls must have the matron's permission before 
leaving the play-grounds. When girls go to town in the evening to lecture or concert they are always ac- 
companied by matron or teacher who act as chape one. Every Saturday evening a gencal sociable for em- 
ployees and pupils is held in the gymnasium. When a girl has not, been good in deportment she is depri- 
ved of all social privileges for a reasonable lengih of time. She must also forfeit her holiday on Saturday. 

The winter amusements of Carlisle girls are skating and sledding. A new bowling alley, especially 
for their use, has just been completed. A shuffle-board has been put in the play-room for the small girls. 

In summer, tennis and croquet on the neatly kept lawns, engage the attention of both large and small. 



78 



Delated information 

DAILY ROUTINE 

The following are the hours for service at the school: 

Rising Bell, 5:45 

Breakfast Bell, (first) 6:15 (second) 6:20 

Work Whistle, " 7:25 " 7:30 

School Bell " 8:30 " 8:35 

Recall Bell from school, . . " 11:30 " 11:35 

Recall Whistle from work 11:30 

Dinner Bell, (first) 11:55 (second) 12:00 

P. M. 

Work Whistle, (first) 12:55 (second) 1:00 

School Bell " 1:10 " 1:20 

Recall Bell from school,. . " 4:00 " 4:05 

Recall Whistle from work, 5:00 

Supper Bell, " 5:25 " 5:30 

Evening study hour, and all evening exercises, unless otherwise ordered, 1st 7:00, 2nd 7:05 

Recall from study hour, '. " 8:00, " 8:05 

The first bell for school and meals are s-d&nals to fall in. Rolls are to be called and reports made before the 
second bell. Immediately upon the ringing of the second bell, students must march off without delay. 

All industrial department employes and students are to be at their several places in time to begin work prompt- 
ly when the second whistle blows, and continue at work until the recall whistle blows. 



79 



INSPECTIONS 

The regular monthly inspection of the school takes place in the following order: 
8:40 A. M. Laundry, sewing room, dining room, kitchen and bakery; 
9:00 A. M. Hospital; 
9:15 A. M. Large Boys' Dormitory; 

9:45 A. M. Printing Office, shops, stable, steam plant, etc. 
10:15 A. M. Small Boys' Dormitory; 
10:45 A. M. Girls' Dormitory. 
The outing service begins about April 1st and extends over the summer until September 1st. 
Under proper conditions it can be extended for « period of two years. The earnings are all sent to the school 
office and placed in the hands of the treasurer of the students' funds. They amount annually to about $27,000 



SO 



Data Regarding Students and Ex-Pnplls 



Considerable time has been speut in making pe sona I visits, to graduate and ex-pupils of the school, 
and much valuable information has been gathered through uther sources. 

This investigation and gatheting of information reveals surprisingly good results. It is convincing 
argument against the attacks made many times against the school, because of isolated cases, which have been 
observed. Several groups of students, graduates and ex-pupils, such as have spent a shorter period at the 
school than is re /uued to complete its course, reveal the following facts: — Of one hundred and sixty- six 
interviewed personally, seventy-five percent we e self supporting, — about seventeen per cent, partly so, and 
only eight per cent had gone back to the blanket and Indian ways. Of the 514 graduates, since the com- 
pleted course has given a diploma, 153 are found in government employ. In various branches of government 
and civil service employment, they have succeeded in holding a place with hund.eds of other competitors. 
In the Indian service they have always found ready acceptaLce because oc competency and efficiency. In 
trades and business ventures they have found a place in the front rank. In military life, in naval positions 
they have advanced as rapidly as other enlisied men. As nurses the trained Indian maiden has a place which 
ranks high in the profession. Good musicians have been developed among them aud have found ready ac- 
ceptance and special applause in the world of music. 

Forty-seven are reported dead, 467 living, 153 are employed in the various departments of the In- 
dian Department under the Government, 53 are not reported at all, 4 areuufavorably reported, 1 is a practic- 
ing physician, 2 are practicing dentists, Care graduate nurses, 5 are practising lawyers. The remaining 239 
are students in Commercial Colleges, Colleges, Universities, housekeepers, mechanics, seamstresses, bank 
clerks, farmers, operators — all reported as doing well. 



81 



Class 1889 
Wm. F. Campbell, Chippewa 
Joseph Harris, Gros Ventre 
Kish Hawkins, Cheyenne 
Cecilia Londrosh Herman, Winnebago 
Esther Miller Dagnette, Miami 
Julia Powlas Wheelock, Oneida 
Edwin Scbanandore, Oneida 
Joel Tyndall, Omaha 
DEAD 

Eva Johnson Preston, Wyandotte 
Katie Grindrod, 
Clara Faber, 

Lillian Cornelius, Oneida 
Frank Dotian, Sac & Fox 
Thomas Wister, Ottaiva 

Class 1890 
Julia Bent Prentiss, Cheyenne 
Rosa Bjurassa LaFlesche, Chippewa 
Carl Leider, Grow 
Levi Levering, Omaha 
Benjamin Lawry, Winnebago 
Stacy Matlock, Pawnee 
George Means, Sioux 



Nellie Robertson Denny, Sioux 
Lawrence Smith, Winnebago 
Benjamin Thomas, Pueblo 
William Tivis, Comanche 
D^nnison Wheelock, Oneida 
Percy Zadoka, Keechi 
Veronica H oliday Raiche, Chippewa, 

DEAD 

Howard Logan, Winnebago 
Willinm Morgan, Pawnee 
Jemima Wheelock Webster, Oneida 
Gecge Valier, Ottawa 

Class 1891 
Martin Arehiquette, Oneida 
Charles Dagnett", Peoria 
Harry Kopay, Osage 
Yamie Leeds, Pueblo 
Josian Powlas, Oneida 
Levi St. Syr, Winnebago 
Henry Standing Bear, Sioux 

DEAD 

William Froman, Miami 
Etta Robertson, Sioux 
John Tyler, Cheyenne 



Class 1892 

Benjamin Caswell, Chippewa 

Luzena Choteau Ro^c imp, Wyandotte 

Frank Everett, Wichita 

Lydia Flint Spencer, Shawnee 

Hattie Longwolf Pretty Weasel, Sioux 

Thomas Metoxen. Oneida 

Benajah Miles, Arapaho 

Fred Peake, Chippewa 

Isabel Crneliua Denny, Oneida 

DEAD 

Albert Bishop, Sen km 
William Baird, Oneida 
Joseph Hamilton, Piegan 
Reuben Wolfe, Omaha 

Class 1893 

John Baptiste, Winnebago 
Fred Bighorse, Sioux 
Malcolm Clark, Piegan 
Arthur Johnson, Wyandotte 
John G. Morrison, Chippewa 
Emily Peake Robitaille, Chippewa 



82 



Class 1894 
B 'linda Archiquette, Oneida 
Thorna* Blackbear, Sioux 
Flora, Camp''dl F*ir zar«ral<I , Alaskan 
Wddun D'nomii j , Chippewa 
Jarae- Fluinery, Alaskan 
Howard K. Gan^wurth, Tuscarora 
Florence Mi'ler Gardner, btoekhrilge, 
Martha Nipawai Thomas, Kiowa 
Sieeni Nori, I'w'-lo 
Minnie Yandall Li-Sieur, Bannock 
Idi Powks W'welock, Oneida 
Hug i Souca Pueblo 
Henry VVarren, Chippewa 
Ida War'en Tobin, Chipp'wa 
Florence Wells Davis A askan 

DEAD 

Wm. T. Tygar, Shawnee 
Emanuel Bellefeulle, Chippewa 
Susie Metoxen, Oneida 
Andrew Baird, Sioux 

Class 1895 

Antoine Donnell, Chippewa 
Henrietta Fremont, Omaha 



Melissa Green, Oneida 

William Hazlett, Pie.gan 

Ida LaChapeUe McTavish, Chippewa 

Al ; ce Lambert Otto, Chippewa, 

William Lnfkins, Chippewa 

Su-ie MoD >ugal, Chippewa 

Samuel SixkilW, Creek 

G orge Su s, Cmw 

D 1 vi.-l Tin key, Seneca, 

fames Van Wert Chippewa 

G> org Warren, Chippewa 

Wiili .m Moor", Sac & Fox 

Chauneey Yellow R'>be, Sioux 

DEAD 

George Ruck. Sioux 
Laura Long C ichran, Wyandotte 
Clark Gregg, Assiiiiboine 
Lewis William.-, Nez Perce 
Class 1896 
Johnson Adam-;, Chippewa 
Frank Cayou. Omaha 
Leila Cornelius Caswell, Oneida 
Susan Divenport B >nga, Chippewa 
Julia Elmore Webster, Digger 
Leauder Gansworth, Tuscarora 



Timothy Henry, Tuscarora 
Nicodemus Herman Hill, Oneida 
Robert Jackson, Chehalis 
Louisa Geisdorf B irnett, Crow 
Frank Hudson, Pueblo 
Leroy Kennedy, Seneca 
John \)><\\ >, Pui/allup 
Delos Lonew>lf, Kiowa 
Ad'dia L >w Twiss, Sioux 
Joseph Martinez, Crow 
Alice Parker, Chippewa 
Mark Pcnoi, Pueblo 
Elmer Simon, Chippewa 
Cora Snvd r Jones, Seneca 
Cynthia Webster Moore, Sioux 
James Wheelook, Oneida 
Maik Wolte, Cherokee 

DEAD 

Edward Spotts 

Class 1897 
Mabel Buck Block, Sioux 
Bri^man Cornelius, Oneida 
Robert Depoe, Siletz 
Samuel Gruett, Chippewa 
Lizzie Hill Tyndall, Sioux 



S3 



Frank Jones, Sac & Fox 
Annie Kowuni Ahuer, Pwblo 
Marv Miller DocU'\ Chippewa 
Olive Miller Jacobs, Stockbridge 
Oharle* Mishler, Chippewa 
Louis Mishler, Chippewa 
Albert Nash. Winnebago 
Martha Owl Simpson, Cherokee 
Grace Redengle Sacto, Qnapaw 
Edward Rotors, Chippewa 
Hsnry Red Kettl», Sioux 
Nancy Seneca, Seneca 
William Sherrill.C/iero&ee 
Frank Shively, Crow 
Edith Smith Haffner, Tuscarora 
Sarah Smith King, Oneida 
Alex Upshaw, Crow 
Clarence White Thunder, Sioux 
Christine Wirtli West, Assinibnne 

DEAD 

Clark Smith, Siletz 
Julia Williams, Chippewa 
Class 1898 
Edith Pierce Ladue, Seneca 
Ralph Armstrong, Nez Perce 



Mitchell Baradt, Omaha 
Joseph Blaekbear Chei/enne 
Clarence B i tier. Caur d'Alene 
Lili m Compl iinvi'1 •. Nez Perce 
Cora Cornelius Adams Oneida 
Sirah Flynn Manning, Assiniboine 
Anni<> George Tabqnette, Cherokee 
Susie n>nni Bear.lsley. Pueblo 
Lottie H trne Cochran, Klamath 
Frank Jim 3 ?, Kaw 
Jacob Jamison Seneca 
David McFarland Nez Perce 
Rienzi Moore, Sac & Fox 
Anna Mo r ton Lubo, Pueblo 
Kami" Owl Wahbaneeta, Cherokee 
Edward Peterson, Fdneh 
Caleb Sickles, Oneida 
Martha Sickles Cornelius, Oneida 
Ellen Thomas Prophet, Chippewa 
John Webster, Oneida 
Wilson Welch, Cherokee 

DEAD 

Nellie Odell, Pnyallup 



Class 181)9 
Ch mncev Archiqui tt". Oneida 
S icliu At-ye Straus?, Pueblo 
Jennie Bi o vn, Sioux 
E'ta Cutolsfc Mini, Cherokee 
Thomas I) nomie, Chippewa 
Rose Duvcrney Tolley, Ottawa 
B"ithi Dye Jamison, Seneca 
Ctiri-tian Eastman, Sioux 
Minnie Finley Fhetail, Caddo 
Lvdia Gardner Ge.boe, Cheyenne 
Annie Gesis Pierce, Chippewa 
Joseph Gouge, Chippewa 
Stuart Hazlett, Piegan 
Nettie Home, Klamath 
Olive Larch Smith, Cherokee 
Corbett Lawyer, Nez Perce 
John Limeaux, Chippewa 
Jeanette P>. McDonald, Assiniboine 
Louis McDonald, Ponca 
Jonas Mitchell, Chippewa 
Mary Moon Orsen, Alaskan 
Vincent Natailsh, Apache 
Kendall Paul, Alaskan 
Eaward Peters, Chippewa 



84 



Clara Price Fielder, Sioux 
Lettie Scott, Seneca 
Dullie Wheelock Doxtator, Oneida 
Sara Williams Wamkakamick, Chippewa 
George Wolfe, Cherokee 
DEAD 

Robert Emmett, Croiv 
Dahney George, Cherokee 
George Hazlett, Piegan 
Cora Wheeler, Seneca 

Class 1000 
David Abraham, Chippewa 
John Allen, Clallam 
Pascuala Anderson, Mission 
Mary Barada, Omaha 
Frank Beale, Clallam 
Amelia Clark Kaney, Cheyenne 
Charles Carson, Piegan 
Daisy Doctor Snyder, Seneca 
Lilian Ferris Wilder, Klamath 
Fannie Harris Banister, Sac & Fox] 
Jacob Horns, Klamath 
Guy Jones, Sioux 
Sarah Kennedy Oliver, Seneca 
Constance Lane, Simmie 



John Lufkins, Chippewa 
Alice McCarthy, Chippewa 
Katie Miller, Stockbridge 
Wesson Murdock, Assinihoine 
Nettie Pierce Parker, Seneca 
Rose Poodry Leroy, Seneca 
Charles Roberts, Chippewa 
Mamie Ryan Shade, Assiniboine 
Joseph Scholder, Mission 
Isaac Seneca, Seneca 
Kattie Silverheels, Seneca 
Elisa Smith Thompson, Clallam 
Frank Teeple, Chippewa 
John Teeple, Chippewa 
Jennie Turkey White, Seneca 
Mary Wolf Farwell, Cherokee 
George Welch, Stockbridge 
John B Warren, Chippewa 
Susie Yupe, Shoshone 

DEAD 

George Muscoe, Chippewa 
Abram Isaac, Chippewa 
Nancy 0. Cornelius, Oneida 
Bertha Pierce Smith, Seneca 



85 



Class 1901 



John Blaine, Sioux 
Frank Beaver, Winnebago 
Samuel J. Brown, Sioux 
Henrietta Coates Crouse, Seneca 
Elnora Denny Roller, Seneca 
George Ferris, Klamath 
Alberta Gansworth, Tuscarora 
Willard Gansworth, Tuscarora 
Anna Goyituey Canfield, Pueblo 
Mark Johnson, Sioux 
Dollie Johnson Scott, Osage 
James R. Johnson, Stockbridge 
Joseph LaChapelle Sioux 
Pearl LaOhapelle Peterson, Sioux 
Donald Mcintosh, Apache 
Stella Mishler Gorsuch, Chippewa 
Edwin Moore, Sao and Fox 
Augusta Nash, Winnebago 
Herman Niles, Stockbridge 
Jesse Palmer, Sioux 
Simon Palmer, Stockbridge 
Mattie Parker, Cayuga 
Nellie Peters, Stockbridge 
Alice Powlas Blaine, Oneida 



JohnJPowlas, Oneida 
Anna Parnell Little, Nes Perce 
Arthur Pratt, Sioux 
Edgar Rickard, Tuscarora 
Edwin Smith, Clallam 
Ida Swallow, Sioux 
Ella Sturm Vols, Caddo 
Antonio Tapia, Pueblo 
Wingate Temple, Klamath 
Luzona Tribbetts Isham, Chippewa 
Alonzo SpiechP, Apache 
Jennie Wasson, Coos Bay 
Eugene Warren, Chippewa 
Edw. C. Willing, Puyallvp 

Oi^sa 1902 
Genus Baird, Oneida, 
Charles Bender, Chippewa 
Mary Bruce White, Mohawk 
Charles Coleman, Mission 
Charles Cusick, Seneca 
Kattie Creager Day, Pueblo 
Jennie De Rosier Menomonee 
Teresa Ebert, Chippewa 
Nelson Hare, Seneca 
Charlotte Harris, Cherokee 



Elnora Jamison, Seneca 
Josephine Janese, Sioux 
Inez Kingwheel, Stockbridge 
Malinda Metoxen Cornelius, Oneida 
Clara Miller Chew, Tuscarora 
John H. Miller, Chippewa 
Samuel Miller, Stockbridge 
Minerva Mitten, Cayuga 
Thomas Mooney, Asssinboine 
Wm. Mt. Pleasant, Tuscarora 
Pliga Nash, Winnebago 
Violetta Nash, Winnebago 
Eliza Nauwegesic, Chippewa 
William Paul, Alaska 
Free E. Smith, Oneida 
George Peake, Chippewa 
Fred Tibbetts, Chippewa 
Cornelius Petoskey, Chippewa 
Thomas Walker Mani, Sioux 
Katie Powlas Cornelius, Oneida 
Grace Warren Simpson, Chippewa 
Louise Rogers Warren, Chippewa 
Ida Wheelock McDonald, Oneidn. 
Lilian St. Cyr Johnson, Winnebago 
Martin Wheelock, Oneida 



Letha Seneca Kennedy, Seneca 
Healy Wolfe, Alaska 
Arthur Sickles, Oneida 
Lilian Waterman, Seneca 
Florence Sickles, Oneida 

DEAD 
Isaac Fielder, Sioux 
Mary Lewis Azul, Seneca 
Class 1903 
Sophia American H irse, Sioux 
Frank Bishop, Seneca 
Samuel Brushel Stockbridge 
Minnie Callsen, Alaskan 
Katie Callsen Fisher, Alaskan 
Clarinda Charles, Seneca 
Martin Costs, Coahu'la 
Sara Corbin S til well, Cherokee 
Lilian Cornelius Tibbetts, Oneida 
Oscar Davis, Chippewa 
Amy Dolphus Pearman, Sioux 
Commodore Doxtator, Seneca 
Alice Doxtator Hill, Oneida 
Charlotte Geisdorf, Crow 
Amos George, Seneca 
Mabel Creely Cambell, Sioux 



80 



Mm Griffin Nnri, OVinagon 

Thomas GriH'm, Okinagon 

Amy G. Hill, Sioux 

R'Ttlm Jamison, Seneca 

Minnie Johnson Seneca 

Celinda King P< t"r<, Oneida 

J inics King, Anninib Ane. 

Eliz. Knndsen Charles Klamath 

John L"ti<lrosh, Winnebago 

John M Miller, Stock bridge 

Bi^sie Peters Stock bridge 

Gvorge Pradt. Pueblo 

Su*ie liii yos, Pueblo 

Lizet'e R')uhi(li'anx, Otoe 

Joseph Ruiz, Pw bio 

Emma 0. Kkye, Sioux 

MhikI Snyder Pierce, Seneca 

Nannie Stum, Cad lo 

Heiuy Tatiyopa, Sioux 

Eugene Trihbetts, ChiPPewa 

So)ihia Warren Umhriet, ChiPPewa 

Wm. VV< shinawtok, Menomonee 

Mollie Welch, Chewkee 

Earney Wilber Phillips, Menomonee 

Elizabeth Williams, ChiPPewa 

Frank Farlett, Crow 

Lizzie Williams, Tuscirora 

DEAD 

Lilian Brown Clay, Sioux 
Joseph Ezhuna APache 
John Kimble 



Class 1904 
Asena'h R'shop, Seneca 
George B ilenti, Cheyenne 
Fred Bushel, Stockbdilge 
Triman Doxtator, Oneida 
Daniel Eagle, Sioux 
Oliver Ex ndin«, Delaware 
Francis Halftown. Seneca 
Caroline H< Ims, Mission 
Martha Hill, Oneida 
George Hogan, Crow, 
Gertrude Jackson Juan, Pima 
Victor Johnson, D dies 
William J oil is, ChiPPeiva 
Rose Laforg-e Dillon, Crow 
Nellie Lillard Martin, Piegan 
Antonio Lnbo, Mission 
Henry Markishtom, Makah 
William Mahone, Makah 
Walter Mathews, Osage 
Sal en Moses, Seneca 
Frank Mt. Pleasant, Tuscarora 
Rose Nelson, Mission 
Minnie Nick Sauve, Cherokee 
Ella Petoskey, Chippewa 
Anna Parker Mathews, Bannock 
Lavinia Woodworth Rowen, Sto, 
Jeanette Pocatello, Shoshmie 
Lydia Wheelock Powlas, Seneca 
Mary Pradt, Pueblo 



87 



Henry Howloclges, Arapahoe 
Josie Ram one Snis, Papago 
Aycha Sarocino, Pueblo 
Arthur Sheldon, Nez Perce 
Abram Smith, Oneida 
Juna Standingdeer, Cherokee 
Zoraida Va!dezat^, Porto Rican 
Alfred Venne, Chippewa 
Charles Williams, Stockbri-lge 
Lizzie Wirth Smith, Assiniboine 

DEAD 

Priscilla Williams, Stockbridge 
Daniel Enos, Pima 
Tiffany Render, Washoe 

Class 1905 

Lilian Archiquette, Oneida 

Joseph Raker, Winnebago 

Edith Rartlett. Bannock 

Stella Rlythe, Cherokee 

Ida Rrnce, Mohawk 

Alice Connors Johnson, Iroquois 

Cornelia Cornelius. Oneida 

Wilson Charles, Oneida 

Jesse Davis, Nez Perce 

Mary George, Seneca 

Anna R. George Cherokee 

Acelia Janese, Sioux 

Lilian Jonnson, Seneca 

Delfina Jacques Martinez, Pueblo 



Bert Jacques, Pueblo 

Mary Kndashan, Alaskan 

Rebecca Knndsen Rhodd, Ponca 

Stella Laughlin, Shaiv»ee 

Delia Maeee Miguel, Mission 

Martin Mxchukay. Apache 

Patrick Miguel, Yuma 

Hattie Miller, Chippewa 

Lucy Nauwegesic, Chippewa 

Tosiie Nick, Cherokee 

Jose Osuan, Porto Rican 

Emiliano Padin, Porto Rican 

Nichalas Pena, Gopah 

Bi'rr.ice Pierce. Seneca 

Dora Rankin Shongo, Alaskan 

Manuel Rexach Porto Rican 

Angela Rivera, Porto Rican 

Antonio Rodnquez, Porto Rican 

Maria Santaella, Porto Rican 

Rnxie Smith, Cherokee 

Ambrose Stor e, Chippewa 

Rnse Temple Gilbert, Klamath 

Polly Titikoff, Alaskan 

Beitie Welch, Cherokee 

Florence Welch Johnson, Onieda 

Levi Webster, Oneida 

Spencer Williams, Seneca 

Sarah Williams Venne, Seneca 

Agnes White, Seneca 

Margaret Wilson Abraham, Shawnee 



DEAD 

Manuel Bender, Washoe 
Alice Heater, Digger 

Class 1906 

Bertran Bluesky, Seneca 
Nicholas Bowen, Seneca 
Emma Burrows, Yuma 
Christine Childs, Crow 
(•hauncey Cha r l' s, Stockbridge 
Elias Charles, Oneida 
Wallace Denny, Oneida 
Bertha Dermis Seneca 
Katharyne Dyakaoff, Alaskan 
Albert Exendine, Delaware 
Clarence Faulkner, Shoshone 
Mary G. Yukatanache, Wyandotte 
Abraham M. Hill, Oneida 
Ignatius Ironroad, Sioux 
Frank Jude, Chippewa 
Ada line Kingsley Bear, Winnebago 
J. Emma Logan Bear, Winnebago 
Blanche Lay Seneca, Seneca 
Anna Minthron, Cayuse 
Wilber Peawo, Comanche 
Rosabel Patterson, Seneca 
Marion Powlas, Oneida 
Louis F. Paul, Alaskan 
Mary Runnels, San Poil 
Charles Roy, Chippewa 



William Sr-bolder, Mission 
Juliette Smith, Oneida 
Edocia Sedick, Alaskan 
Rose McFailand. Klamath 
Dock Yukatanache, Apache 

Class 1907 

Nicodenms Billy, Seneca 
Arthur Dox'ator, S"veca 
Franc s Gtrmgrow, Walla Walla 
Laae R Gould, Alaskan 
Zoa Hardin Haney, Pottawatomie 
Sarah Llum, Chippewa 
Wm. S Jackson, Alaskan 
Jonas Jackson, Cherokee 
Freeman Johnson, Seneca 
Dora LaB 'lle, Sioux 
Archie Libby, Chippewa 
Joseph Libby, Chippewa 
Arthur Mandan, Mandan 
Josefa Maria Manjares, Pitt River 
Hattie M. Po »las, Oneida 
Eli M. Peazzoni, Digger 
Arthur Sutton, Seneca 
Albert H. Simpson, Arickaree 
Carl Silk, Gros Ventre 
Edward Sorrell, Shoshone 
Elizabeth Walker, Alaskan 
Susie Whitetree, Seneca 
Titus White Crow, Sioux 



88 



A LESSON IN AGRICULTURE 




Original f irst Party 




Graduating Glass- 1906 




BC 1° 5 



